english 2102c - advanced education, skills and labour · instructor resources: between the lines 11...

Adult Basic Education

English Language Arts

English 2102CCurriculum Guide

Prerequisites: English 1101A, 1101B, 1101CCredit Value: 1

Required English Courses

[General College Profile]

English Language Arts 1102A

English Language Arts 1102B

English Language Arts 1102C







Table of Contents

English 2102 C Curriculum Guide

To the Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

General Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Unit IDrama and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Unit 2Oral Communications and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Unit 3Written Communications and Writing Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Anthologies: Between the Lines 11 Collected Searchlights and Other Plays

Reference Books: Resource Lines 9/10Communicate!

Instructor Resources: Between the Lines 11 Teacher’s GuideCollected Searchlights and Other Plays Teacher’s Guide (online)

To the Instructor


English 2102CEnglish 2102C is the third in a series of three one-credit courses (English 2102A, 2102B, and2102C) developed to be equivalent to the provincial high school’s General English 2202. Eachcourse in the series has three Units covering distinct elements of literature and language. English2102C covers drama in Unit 1 and oral communications in Unit 2. Unit 3, “WrittenCommunications and Writing Conventions”, introduces descriptive and narrative essays andprovides practice in formal letter writing and application forms. It also provides for a study ofelements of language and writing conventions (discriminatory language, misplaced and danglingmodifiers, and effective use of adjectives and adverbs).

New Approach for ABE EnglishEnglish 2102C, like all the new ABE English courses, combines language and literature. This isin contrast to the program which these new courses replace, where language and literature havebeen taught as completely separate courses and students have not necessarily had to studyliterature to graduate. Increased exposure to literature and experience with reading should helpstudents become more proficient writers; it should also develop the reading and analysis skillswhich are critical to success in other areas of Adult Basic Education as well as in future post-secondary studies. Speaking, listening and viewing are also emphasized throughout the newABE English program as critical elements of communications and language arts.

The new English program is developmental - each level of the program covers similar material,but with increasing complexity. This enables students to develop skills over a period of time. Itshould be noted that English courses at any given level do not have to be completed in order(A,B,C), although they normally would be - and both curriculum guides and study guidessometimes make notes or references on the assumption that the courses are being completed inorder. However, if there are opportunities for grouping students for the completion of particularcourses, students may benefit more by completing a particular course along with others than byfollowing the A, B, C order of courses.

Study GuidesEach new ABE English course has guides for both the instructor and the students - a CurriculumGuide and a Study Guide. The Study Guides are written in a personal and accessible style andare intended to give students some degree of independence in their work. They contain all theRequired Work as well as Guidelines and Suggestions for the completion of the work. Instructors should note, however, that there is much material in the Curriculum Guides (Notesfor Teaching and Learning) that is not included in the Study Guides, and this will have to beintroduced to students as needed, particularly where they start new topics.

To the Instructor

Curriculum Guide English 2102C

Curriculum GuidesEach English curriculum guide begins with a list of general learning outcomes for the course. Instructors should familiarize themselves with these outcomes and refer back to them as needed. The general learning outcomes are broken down into specific learning outcomes for each Unitof the course. Both the general and specific learning outcomes are achieved through thecompletion of Required Work. All the English curriculum guides are organized in two sequential sets of columns, as follows:

Learning Out com es

This column lists the specific learningoutcomes for the Unit in 3 categories:Outcomes for Reading and Viewing,Outcomes for Speaking and Listening, andOutcomes for Writing and Other Ways ofRepresenting

Required Work

This column contains a numbered list of thework required to be completed in order tomeet the specific learning outcomes. Students are also given this list of requiredwork in their Study Guides. Instructorsshould note that, although the RequiredWork is listed in the same order in bothGuides, the numbering system is differentbetween the Curriculum Guide and theStudy Guide.

Notes for Teaching and Learning

This column provides explanations andinformation related to the required workand/or the resources. Instructors should findthis column especially helpful in planning forinstruction, assisting students with makingselections, and making the best use of theavailable resources.

Suggestions for A ssessment

This column provides information related tothe use of the resources for the assessment oflearning outcomes. It also provides moregeneral suggestions and guidelines forassessment.

Instructors should note that all the Required Work in reading, writing, speaking, researching,etc. includes assigned “Study” material. This is intended for the use of both the student and theinstructor. It is intended that instructors would use this material (as well as any other materialthey might choose) to introduce a particular topic to one or more students - following whichstudents would read the material on their own. Throughout both the curriculum guides and thestudy guides, group instruction and group discussion are encouraged.

To the Instructor


ResourcesAnthologies, reference books, and instructor resources for this course are listed on the Table ofContents page. Instructors may supplement these resources, as they deem appropriate. It shouldbe noted that instruction and practice in Writing Conventions (Unit 3) may require the use ofreference books and instructional resources from all levels of the English program. These maynot be included in the list of resources for the course. However, they are listed in the Notes forTeaching and Learning, Unit 3.

Note: Lists of recommended novels, non-fiction books, and longer plays are included in therelevant Units of the curriculum guides.

Recommended Evaluation

Course Work* 20%Assignments** 30%Final Exam (entire course) 50%

100%The overall pass mark for the course is 50%

*Course work includes answers to questions on assigned reading, participation in discussions,notes taken on assigned study material, practice exercises on writing conventions, and any otherRequired Work which would not be classified as an Assignment.

**Assignments include all the print, oral or multimedia texts which students are responsible forplanning and creating. Throughout the English program, this would include essays and researchpapers, reports, book reviews, formal correspondence, oral presentations, résumés, posters, etc.

It would be appropriate for final examinations to include:•demand reading and viewing of material which has not previously been studied;•demand writing based on the longer works (drama, fiction, non-fiction) studied in the course;and •demand writing based on the Written Communications component of the course, whereapplicable.

General Learning Outcomes


General Learning Outcomes

for Reading and Viewing

1.1 Select texts to support learning

needs and range of special interests

1.2 Use the cueing systems and a

variety of strategies to construct

meaning in reading and viewing

print and media texts

1.3 Articulate and justify points of

view about texts and text elements

1.4 Examine the relationship

between texts and ideas about social

roles, behaviour and culture

1.5 Examine how textual features

help a reader/viewer to create

meaning

1.6 Show the relationships among

language, topic, purpose, context

and audience

1.7 Distinguish fiction and non-

fiction

Fiction, Poetry, and Drama

1.8 Read a variety of literary genres

and modes representing a wide

geographical and historical range

1.9 Make connections between own

beliefs and experience and those

reflected in literary texts

1.10 Compare themes indifferent

texts and discuss the ways in which

certain themes reflect human

experience across cultures.

Non-Fiction

1.11 Select and read a variety of

texts representing a wide range of

topics and perspectives

1.12 Articulate understanding of the

ways in which information texts are

constructed for particular purposes

1.13 Access, select and research in

systematic ways specific

information to meet personal and

learning needs

General Learning Outcomesfor Writing and Other Waysof Representing

2.1 Use writing and other ways of

representing to explore, extend, and

reflect on their experiences with,

and insights into, challenging texts

and issues

2.2 Use writing and other ways of

representing to explore, extend, and

reflect on their values and attitudes

2.3 Integrate information from many

sources to construct and

communicate meaning

2.4. Use the conventions of written

language accurately and consistently

in final products

2.5 Use technology effectively to

serve their communication purposes

2.6 Make effective choices of

language and techniques to enhance

the impact of their writing

General Learning Outcomesfor Speaking and Listening

3.1 Listen critically to analyze and

evaluate concepts, ideas and

information

3.2 Ask discriminating questions to

acquire, interpret, analyze, and

evaluate ideas and information

3.3 Articulate, advocate and justify

positions on issues or texts in a

convincing matter, showing an

understanding of a range of

viewpoints

3.4 Adapt language and delivery to

audience and purpose in informal

and formal contexts

3.5 Reflect critica lly on and evaluate

their own and others’ uses of

language, recognizing elements of

verbal and non-verbal messages

3.6 Demonstrate how spoken

language influences and

manipulates, and reveals ideas,

values and attitudes

3.7 Address the demands of

speaking situations, making critical

language choices, especially of tone

and style

Unit 1 Drama and Related Writing


Outcomes for Reading and Viewing

Fiction (Drama)

•Explain the playwright’s choice of title

•Describe characters and support descriptions with specific references to theplay

•Explore the relationships between charactersand describe how these relationships arerevealed

•Demonstrate an understanding of the functionof stage directions– Discuss the disadvantages and/or advantagesof reading a play versus seeing a playperformed

• Explore dialogue in terms of content,structure and relationship to other elements ofthe play

• Identify theme and explore relevance topersonal experience or social context

Outcomes for Speaking and Listening

• Articulate verbally interpretation of plays

• Demonstrate an ability to work cooperativelyfor the enactment of a script or a section of ascript

• Consistently demonstrate active listening andan ability to engage respectfully with others inconversation and discussion

Required Work - Drama

Drama Study1. Study the following sections of ResourceLines 9/10:

• “Dramatic Script” (Pages 53-58)

• “Stage Plays” (Pages 206-209)

Glossary of Literary Terms2. Review personal glossary of literary terms(drama) and add the following terms:

2.1 tragedy2.2 comedy2.3 dramatic irony2.4 prop

Short Plays/Scripts3. Read the short teleplay, “The Monsters AreDue on Maple Street”, by Rod Serling, pages47-57 of Between the Lines 11.

3.1 Answer questions 1 - 4 on page 58-59.

4. Read the short play, “Heat Lightning”, byRobert F. Carroll, pages 127-134 of Betweenthe Lines 11.

4.1 Answer questions 1 - 3 on page 135.(Other questions may be assigned by theinstructor. See Suggestions for Assessment.)



Outcomes for Writing and Other Ways ofRepresenting

• Write personal and critical responses toliterature

–Compose responses which arecomprehensive and coherent –Support interpretation of a text withappropriate references to the text

Required Work (continued)

Longer Play5. Select and read one of the following longerplays from Collected Searchlights and OtherPlays :

•The Holdin’ Ground by Ted Russell (Pages193-229)•The Gap by Eugéne Ionesco (Pages 15-23)•Joker in the Pack by M. Charles Cohen(Pages 60-84)

5.1 Answer questions, assigned by theinstructor, on the selected play.




Drama Study1. Students will begin their study of drama forthis course by reading the assigned materialfrom Resource Lines 9/10. The first section,“Dramatic Script”, provides importantguidance on reading and understanding dramaas literary text. The second section, “StagePlays”, guides the student to read plays as theywould be enacted on stage. This section wouldmake an ideal preparation for actually seeing aplay performed on stage. Where possible,instructors should use this material as the basisfor two or more group lessons on readingplays.

Students should be encouraged or assisted toexperience a live stage production of a play. Alternatively, a videotape of a staged playcould be used.

Reading Plays2. In both Between the Lines 11 and CollectedSearchlights, there are pre-reading notesand/or activities for each of the plays. It isrecommended that students be directed tocomplete these before they begin to read theplay(s).

The short play, “Heat Lightning” is alsoincluded in Sightlines 10. There are questionsin the Sightlines 10 Teacher’s Guide underRecall/Comprehension and Style/Analysisfrom which instructors could select additionalquestions for students doing this Unit. Someof the questions may be more appropriate forthe general student than those in Between theLines 11.


Learning OutcomesTeachers will find that the Between the Linesanthology and Teacher’s Guide provide ampleresources for the assessment of specificlearning outcomes for the short plays. Bothprovide tools for the direct assessment oflearning through reading and viewing, writingand representing, and speaking and listening. They also provide valuable materials forextension activities (author information,related visuals, etc.).

Questions on the PlaysInstructors should be aware that many of thequestions on plays in Between the Lines 11direct the students to discuss with the class orwork with a partner. It is recommended thatstudents be given the opportunity to discussplays and to work with others as far aspossible. However, where this is not possibleor practical, instructors may need to re-phrasequestions and/or direct students to writeanswers rather than follow the instructions inthe text (i.e. discuss, present, etc.).

Although there are questions provided in theCollected Searchlights anthology, not all thequestions in the “Working With the Genre andIssues” section are appropriate for ABEstudents. It is recommended that studentscomplete all the questions in the “CheckingYour Understanding” section. All appropriate questions in the “Working With the Genre andIssues” section should also be assigned.



Notes for Teaching and Learning(continued)

The Collected Searchlights Teacher’s Guide isavailable online at the following address:http://www.collectedsearchlights.nelson.com/

Reading Dialogue3. Instructors should provide opportunities forstudents to assume character roles from playsthey are studying and read their dialogue. Thiswould ideally be done when two or morestudents are reading the same play. Studentsshould be given ample time to read ahead andpractice for oral reading. Students who seemvery reluctant to assume a character roleshould be given the opportunity to observe andlisten to others read and/or enact a script.

Suggestions for A ssessment(continued)

General Assessment GuidelinesIn general, assessment for this Unit shouldinclude: •asking students to answer questions andcomplete written exercises provided in thetexts and teacher resources or provided by theinstructor

•asking students to discuss the plays they arereading with the instructor and/or otherstudents

•having students read a character’s dialoguealoud

It is important that students are able to:

•include specific references to support theirinterpretations

•reflect on their responses and interpretations,taking their own and others’ cultural contextsinto consideration

•reflect upon themes and issues revealed inplays and continually examine the universalityof issues that are part of the human condition

Unit 2 Oral Communications and Related Writing


Outcomes for Speaking and Listening

•Address the demands of speaking situations

–Adapt tone and style to the speakingsituation

•Make effective oral presentation(s)

–Recognize needs and expectations ofaudience –Adapt language and delivery to audience andpurpose –Use visual or presentation aids, asappropriate

•Listen critically to analyze and evaluateconcepts, ideas and information

–Ask discriminating questions –Take notes, as appropriate –Provide feedback, as appropriate

•Recognize the function of body language inboth oral presentation and active listening

•Demonstrate understanding of the role ofspeaking and listening in various groupsituations

•Consistently demonstrate active listening andan ability to engage respectfully with others inconversation and discussion

•Participate effectively in interview situations

–Recognize purpose of interview –Make advance preparation, as required –Answer questions effectively –Ask questions to gain information

Required Work

Public Speaking - Study1. Study pages 252-260 of Communicate!,“Effective Public Speaking”.

2. Study the sample speech on page 256 ofCommunicate! and complete the followingquestions and exercises: 2.1 How does the author grab the audience’sattention? 2.2 Why do you think the author uses a fablein her speech? 2.3 Find at least two instances where theauthor uses repetition of words, phrases orsentences to emphasize her point? 2.4 Why do you think the author usesdialogue in her speech? 2.5 Find an example of strong visual imagery. 2.6 Find at least one example of a strongsummarizing sentence.

3. Read the instructional essay, “Speaking inPublic” by Lucy Valentino (Pages 393-395,Between the Lines 11).

Develop and Present a Speech 4. Develop a two-minute speech on a subjectof your choice and deliver it to a small grouporganized by the instructor.



Outcomes for Reading

•Assimilate textual material for theunderstanding of particular subject matter

Outcomes for Writing and Other Ways

of Representing

•Use note taking strategies to record andassimilate information from printed and oralsources

•Make effective choices of language andtechniques to enhance the impact of writing

•Compose accurate and coherent writtenresponses to specific questions


Listening - Study5. Study pages 262-265 of Communcate!,“Effective Listening”.

Take Notes from Listening6. Practice note taking in a variety of listeningsituations.

6.1 Take notes on a listening activityorganized by the instructor. Notes should besuitable to use for study purposes.

Communicating in Groups - Study7. Study pages 266-275 of Communicate!,“Effective Group Work”.

8. Complete the following exercises:

8.1 Explain the roles of the chairperson andthe secretary in relation to a formal meeting.

8.2 Define “brainstorming” and explain theprocess.

8.3 Define “consensus” and explain how itmight be achieved.

8.4 Define “committee” and give at least tworeasons why a committee might be formed.

(Continued on following page)




8.5 Define “formal meeting” and list theseven steps in a typical formal meeting.

8.6 Define “motion” in relation to a formalmeeting and explain how to make a motion.

8.7 Define “informal debate” and explain thefive stages involved.

Participate in Groups9. Participate in brainstorming exercisesorganized by the instructor.

10. Participate in either a formal meeting or aninformal debate organized by the instructor.

Employment Interview - Study11. Study pages 205-208 of Communicate!,“The Job Interview”.

12. Read “Preparing for an Interview” (Pages358-359, Between the Lines 11).

12.1 Answer question 1 on page 359.

Participate in Mock Employment Interview13. Participate in a mock job interviewarranged by the instructor.




Grouping Students1. As far as possible, students should begrouped for the work in this Unit. Wherenecessary, the completion of the Unit shouldbe delayed until there is a group of at leastthree students doing the Unit. Students whoare doing English 1101C, Unit 3 could alsobe grouped with 2102C students for thecompletion of the work for this Unit, as theyare doing the same work.

Although the reading/study material can beassigned to students on an individual basis, itis strongly recommended that it be used as thebasis of teacher-led group instruction where atall possible. Students would benefit from theopportunity to discuss the material with otherstudents as well as with the instructor.

Where student numbers do not permitgrouping for completion of this Unit, it isrecommended that instructors invite the entireABE class to participate as the audience forpublic speaking. The entire class may alsoparticipate in mock meetings and debates. Provided the subject is relevant to their coursesor their lives, this would be a beneficialexercise for all students.

Building Skills Through Practice2. Although each area of OralCommunications (Public Speaking, Listening,Communicating in Groups, and EmploymentInterview) has only one performance-basedpiece of required work, it should beunderstood that there would be many(Continued on following page)





opportunities for practice in each of these areasof performance before the assignment of thespecified Required Work for assessmentpurposes. For example, students should begiven topics and asked to give shortimpromptu speeches to the instructor or to oneor more students as practice exercises prior todeveloping and delivering the speech(Required Work 4). For the Listeningexercise, it should be understood that studentswill be provided with several practice sessionson taking notes and having those notesevaluated by the instructor prior to RequiredWork 6.1.

The same process of practice leading to anassessment exercise would apply to the groupactivities (brainstorming and formalmeeting/informal debate) and the employmentinterview.

Public Speaking3. For the assignment on the sample speech(Required Work 2), the Communicate!Teacher’s Guide provides a Blackline Master(BM 10-1), “About the Speech”. Thequestions listed here are taken directly fromthis Blackline Master. The instructor couldused the CD-ROM included with theCommunicate! Teacher’s Guide to print thisBlackline Master for distribution to thestudents. There are two other BlacklineMasters that might be of some use to studentsfor the Public Speaking exercises (BM 10-2and BM 10-3).


Public SpeakingThe intent of the questions on the samplespeech (Required Work 2.1 - 2.6) is to assessthe extent to which students understand how aspeech is constructed to achieve a purpose. Although each of the answers should beassessed on its own merits, the application ofthe lessons learned in this exercise is theultimate goal of the exercise. This would beevaluated through the assessment of students’speeches and the extent to which theyrecognize that there are techniques whichmake public speaking more effective and areable to employ their own techniques.

The delivery of the speech should be assessedfor the following:

•clarity of organization•appropriate use of presentation aids, ifapplicable•engagement with audience •eye contact•posture and movement,•tone and clarity of voice•timing




The Sightlines 10 Teacher Guide also providesa useful checklist for organizing andpresenting an oral presentation. (WorkshopMaster #38a and #38b - ReproducibleMasters Appendix)

4. Students may need guidance in selecting atopic for their speech. The English 2102CStudy Guide provides several suggestions, butthe instructor may be able to provide moreindividual guidance based on his or herknowledge of the student.

Listening5. Listening opportunities should be varied andshould reflect the types of situations where astudent might be required to listen andassimilate information. This might include,for example, videos, CD’s, lectures, labs,televised newscasts, meetings, debates, andother students’ presentations. Any of thesemay also be used as an opportunity for takingnotes. In all cases, the listening exercisesshould be material that has some relevance tothe student.

Student speeches provide an ideal opportunityto build in listening exercises for the studentsin the audience. At the end of a speech, theaudience might be encouraged to ask questionsof the speaker to demonstrate that they havelistened carefully.


ListeningListening will need to be assessed on anongoing basis through direct observation of thestudents in organized listening situations. Insuch situations, students should be expected toexhibit active listening behaviours, including:

•posture and body language•note taking•questioning/commenting

The exercise for assessment of listening(Required Work 6.1) requires that the studenttake notes in a listening situation. These notesshould demonstrate comprehension of thecontent of the presentation. Notes should beassessed for:

•conciseness•clarity•organization

Students may also be asked to summarizeorally (using their notes) what they havelearned from the listening situation.




Communicating in Groups 6. For practices in brainstorming exercises, theinstructor may need to provide topics forexploration. These might include, forexample:•improvements to the ABE study environment•solutions to a community problem•ideas for an end of year party•ideas for a field trip for the ABE class•different uses for a common object (cottonball, Q tip, stone, etc.)

(Blackline Master 10-6 in the Communicate!Teacher’s Guide might be useful forbrainstorming exercises.)

7. For Required Work 10 (formal meeting orinformal debate), the choice of activity for theassessment exercise may depend on the studentgroup and their interests or needs. Theinstructor will probably be the one who selectsthe activity, but students will need to be giventime and guidance to prepare. They will alsoneed to practice participating in both formalmeetings and informal debates before theassessment exercise. Where possible, studentsshould have the opportunity to observe aformal meeting (municipal council, localservice organization, student council, etc.).

Blackline Masters 10-7, 10-8, and 10-9 in theCommunicate! Teacher’s Guide providematerial which may be useful for the meetingand the debate.


Communicating in GroupsThe evaluation of student participation ingroups should focus on the extent to whichstudents understand their roles andresponsibilities as group members - as distinctfrom individuals. Students should demonstratenot only a knowledge of the rules andconventions of meetings and debates, but alsoan understanding of their function in making itpossible for groups of people to workconstructively for the achievement of someobjective. They should also demonstrate awillingness and ability to adhere to allapplicable rules and conventions.

Some students may need encouragement toparticipate in both meetings and debates;others may contribute willingly but may needto be guided to adhere to the conventions ofthe form.




The Crossroads 10 Teacher’s Guide alsoprovides a very useful chart, “How to Preparea Debate” (Blackline Master 10, page 136).

It should be understood that the choice ofeither a formal meeting or an informal debateis for the assessment exercise only. Allstudents should be exposed to both the meetingand the debate.

Employment Interview8. The mock job interview should be organizedto be as realistic as possible. Ideally, theinterviewer would be a person other than theinstructor - for example, an instructor fromoutside ABE, an administrator, or a selectedperson from the community. Students shouldbe guided to prepare properly for theinterview. This would include appropriatedress as well as preparation for the possiblequestions. They should apply for, and beinterviewed for, a specific job for which theycurrently meet the qualifications. Theinstructor would provide the interviewer withthe questions.

Where facilities are available, mock jobinterviews could be video-taped.


Employment InterviewThe evaluation of students in the mock jobinterview situation should be based on thefollowing:

•punctuality•preparedness•articulateness•self presentation

Where possible, the mock interview could bevideo-taped for evaluation purposes. In thisway, students are able to view their ownpresentation/behaviours and do a selfevaluation.

In any case, the instructor should observe theinterview for assessment purposes.

Unit 3 Written Communications and Writing Conventions


Outcomes for Writing and Other Ways

of Representing

•Use elements of description and narration, asappropriate

•Use expository development, as appropriate

• Use different forms of writtencommunication, as appropriate

• Tailor written presentation to purpose andintended audience

• Refine and edit writing, through severaldrafts, to ensure accuracy and consistency

• Design texts that are aesthetically pleasingand appropriate to the purpose

•Use the conventions of written languageaccurately and consistently in final products

•Use technology effectively to servecommunication purposes

•Use appropriate documentation and writingstrategies for the completion of job searchactivities

Required Work

Writing Process - Review1. Review the following sections of ResourceLines 9/10:

• “The Writing Process” (Pages 76-86)• “Essay” (Pages 108-114)

Essay Writing2. Write an essay of 300-500 words, selectedfrom one of the following:

•Narrative essay on a topic of your choice

•Descriptive essay on a topic of your choice

Note: If the narrative essay is selected, thestudent should review pages 103-107 ofResource Lines 9/10. If the descriptive essayis selected, the student should review pages99-102.

2.1 Use word processing software for the finalpresentation of the essay.

Formal Correspondence - Study3. Study pages 209 -210 of Communicate!,“The Follow-Up Letter”.

3.1 Discuss with the instructor the situationsin which a letter to follow up on a jobinterview would be appropriate.



Outcomes for Written Communications

and Writing Conventions (continued)


Letter Writing4. Write a letter to follow up on a jobinterview.

4.1 Use word processing software for the finalpresentation of the essay.

Application Forms - Study5. Read the instructional essay, “Ten Steps toCompleting a Successful Application Form”,by Nancy Schaefer (pages 362-364, Betweenthe Lines 11).

Job Applications6. Complete sample job applications providedby the instructor.




Outcomes for Written Communications

and Writing Conventions (continued)

•Demonstrate understanding of grammaticalstructures, precise and varied word choice, andvaried sentence structures for thecommunication of ideas


Writing Conventions7. Examine discriminatory language. (SeeNotes for Teaching and Learning.)

7.1 Complete practice exercises on usingunbiased language. (See Notes for Teachingand Learning.)

8. Examine misplaced and dangling modifiers.(See Notes for Teaching and Learning.)

8.1 Complete practice exercises on misplacedand dangling modifiers, as needed. (See Notesfor Teaching and Learning.)

9. Examine the effective use of adjectives andadverbs. (See Notes for Teaching andLearning.)

9.1 Complete practice exercises on theeffective use of adjectives and adverbs.(SeeNotes for Teaching and Learning.)




Essay Study1. The required review material for this unitcovers the writing process and essay writing ingeneral. Additional review on either narrationor description is required depending on whichessay the student chooses to write. All of thismaterial will need to be supplemented bydirect instruction.

Students should understand that no writing ispurely narrative or descriptive, but usuallycontains elements of both. A descriptive essaydiffers from a narrative essay in that it ispredominantly descriptive - and vice versa. Descriptive essays which include elements ofnarration and exposition should beencouraged, as should narrative essays whichinclude elements of description and exposition.

Essay Writing2. While the Study Guide for this courseprovides some suggested subjects for both thenarrative and the descriptive essay, studentsshould be encouraged to choose a subject thatis of particular relevance or interest to them. The instructor may also need to provide somesuggestions. Some students may need theadditional help of having the instructor providea first sentence.

If the descriptive essay is chosen, studentsshould be guided to the use of a thesaurus -including a word processing thesaurus.


EssaysBoth the narrative and the descriptive essayshould have a strong introduction whichengages the reader and a clear conclusion.

The narrative essay should be assessed inparticular for narrative flow, chronologicalprogression (if appropriate), and the extent towhich the subject lends itself to narration.

The descriptive essay should be assessed inparticular for the use of appropriatelydescriptive words, sensory detail (ifappropriate), and the extent to which thesubject lends itself to description.

Both types of essays should be assessed fortheir complexity and the extent to whichstudents incorporate other elements of writingtypes while maintaining a predominance ofeither description or narration.

Revising of drafts of compositions should beassessed for the extent to which students: - reconsider word choice and apply a varietyof techniques for creating effective diction - experiment with sentence length andconstruction - apply a variety of techniques for makingsentences forceful- employ a variety of stylistic features- edit and proofread, using print and electronicaids




Follow-Up Letter3. Since students would have participated in ajob interview for Unit 2 of this course, it isrecommended that this exercise be tied in withthe Unit 2 exercise.

Instructors should discuss with students thedifferent ways a person might follow up on ajob interview. In some cases, the interviewermight suggest the preferred follow-up, whichcould include, for example, a telephone call oran e-mail message. Depending on thesituation, a follow-up letter might be moreformal than would be required in an actual jobsearch/interview situation. However, thepurpose of this exercise is to teach students thetone, language and typical content of a follow-up letter so that they are able to follow up aninterview in this manner when it isappropriate.

Job Applications4. The purpose of this exercise is twofold:

(i) to teach students to fill out a job applicationform accurately, neatly and completely; and

(ii) to teach students to acquire, submit andfollow up on application forms in a way whichmaximizes the impression they make on thepotential employer(s) and their potential forgetting a job offer.



Follow-Up LetterAt this level, students should be expected toadhere to the conventions of the prescribedformat for formal correspondence. The mainfocus of the assessment of theircorrespondence should be the extent to whichit achieves its purpose. In particular, thefollowing should be assessed:–adherence to the format–accuracy –conciseness–tone–language

Job ApplicationsJob applications should be assessed foraccuracy and neatness as well as for thecompleteness of the information provided.

For assessment purposes, at least threedifferent job application forms should besubmitted. If an application is completedelectronically, it could be assessed directlyfrom the computer screen or the completedapplication could be printed for assessmentpurposes.




In terms of the first purpose, there is littleinformation and there are no practice exercisesin the assigned study material for this section. Instructors will need to advise students oncompiling the necessary information andpresenting it accurately. This will be useful tostudents in their future job seeking. Instructors will also need to provide a varietyof application forms for students to fill out. Itis recommended that applications from localemployers be used, if at all possible. In anycase, the more specific the application, themore useful it will be to students.

Where possible, students should be providedpractice in completing job applicationselectronically. They would not, in this case,submit the application, unless it was an actualjob for which they wanted to be considered.

In terms of the second purpose for thisexercise, the prescribed reading, “Ten Steps toCompleting a Successful Application Form”,should be sufficient, if it is followed bydiscussion.

Writing Conventions5. Students at this level should have masteredthe fundamentals of writing conventions andterminology (including parts of speech,sentences, verb tenses, end punctuation, andsubject-verb agreement). However, studentswho demonstrate weakness in thesefundamentals should be required to dostructured review and practice.


Writing ConventionsInstructors should always use some kind ofdiagnostic measure to determine whetherstudents need instruction and practice in anyaspect of writing conventions. This willnormally be through examining students’writing but, in some cases, it may be donethorough the use of a pre-test.




Instruction in writing conventions should beapproached as direct teacher-to-studentinstruction as far as possible. Grouping ofstudents should also be used, where possible,in order to facilitate meaningful discussion ofthe conventions being taught. Students doingEnglish 2102C may be grouped with studentsdoing English 2101C for instruction inwriting conventions, as they are studying thesame material.

Students should not be expected to completepractice exercises on any element of writingconventions without having first had therelevance of the component to their writingexplained and demonstrated by the instructor. While efforts have been made to select themost appropriate reference texts, no text canprovide sufficient explanation for the studentsto make the necessary connection to their ownwriting.

6. Required Work 7 has students examinediscriminatory language. Communicate! (pages90-92) provides information and exercises ongender bias in language. Passages 12Teacher’s Guide, (Language Master 7)provides a more general definition ofdiscriminatory language. It is recommendedthat these be used as the basis of directinstruction with a group of students.


Although student performance on practiceexercises and summative tests in writingconventions will be considered for a portion ofthe grade in this section of English 2102C, theprimary focus of assessment for gradingpurposes should be on the application ofwriting conventions in the finished work.




For Required Work 7.1, students will need topractice making word choices that are notbiased. In addition to the Passages 12Language Master 7 (referenced above), thefollowing may be recommended from the ABEEnglish resource materials:

“Using Unbiassed Language”, Sightlines 10Teacher Guide Workshop Masters #23a and#23b “Gender Bias”, Communicate! BlacklineMaster 4-20 “Discriminatory Language”, Communicate! Blackline Master 4-21

7. Required Work 8 has students reviewingmisplaced and dangling modifiers. Communicate! (pages 85-87) provides fairlyextensive information and examples on thistopic and Guide to Language, Literature, andMedia (page 361) provides definitions of thetwo concepts. It is recommended that these beused as the basis of direct instruction with agroup of students.

For Required Work 8.1, students should beassigned practice exercises based on need, asassessed by the instructor. While any goodlanguage reference text may provide practiceexercises in this, the following may berecommended from the ABE English resourcematerials:

“Dangling Modifiers”, Crossroads 10Language Master 19(Continued on following page)




“Correct Modifier Mistakes”, Communicate!Blackline Master 4-14“Modifier Mistakes”, Communicate!Blackline Master 4-16

8. Required Work 9 has students examiningthe effective use of adjectives and adverbs. Itis recommended that this be approached asdirect instruction to a small group of students,if possible. The focus of the instruction shouldbe on using appropriate describing words andusing a variety of adjectives and adverbs toenhance description.

For practice in using adverbs and adjectives(Required Work 9.1), the following may berecommended from the ABE English resourcematerials:

“Adverbs”, Crossroads 10 Language Master15“Effective Adjectives”, Crossroads 10Language Master 22

english 2102c - advanced education, skills and labour · instructor resources: between the lines 11...

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