Facultad de Filosofía y Educación

Instituto de Literatura y Ciencias del Lenguaje

Using free access tools to encourage process-oriented collaborative

writing

An elective course for eight graders

TRABAJO DE TITULACIÓN

Para optar al título de profesor de Inglés y al grado de licenciado en educación

Estudiante: María Andrea De Lourdes Mundt Rojas

Profesora Guía: Mónica S. Cárdenas-Claros

Segundo Semestre

2015

Acknowledgements

I would like to thank God for putting me in this path, my family for standing by me, my

exceptional boyfriend Germán Pacheco for supporting me no matter what, my mentor teacher

Mónica S. Cárdenas-Claros for enlightening me, and my graduation project classmates for

being so nice every Monday. Also, I would like to dedicate this project to Mrs. Pilar Morán

the most inspiring teacher I have ever had.

Abstract

This graduation project proposes including the guided use of technology for encouraging the

writing process in the EFL classroom. L2 learners can use a number of technologies to ease

up the writing process (pre-writing, drafting, revising, editing, and publishing) and to obtain

feedback. These technologies can be used virtually anywhere, they are accessible and easy

to use. This pedagogical proposal responds to two of the writing component of the Chilean

English curriculum for eighth graders: (1) promoting the writing process through the

elaboration of simple texts and (2) including technology to make tasks meaningful and

collaborative. This proposal encourages students to produce collaboratively persuasive

essays about music applying the writing process while using technology. It was designed

accordingly to eighth graders’ needs and interests, and the theoretical framework of this

project.

Key words: technology, collaborative writing, writing process, persuasive essays.

Table of Contents

INTRODUCTION ................................................................................................................ 4

LITERATURE REVIEW .................................................................................................... 7

1. Second language writing ......................................................................................................................................... 7 1.1. Approaches to second language writing ...............................................................................................................8

1.2. Writing persuasive essays in the second language ...........................................................................................11

1.3. Collaborative writing .............................................................................................................................................11

2. Writing with technology in the classroom ....................................................................................................... 13

3. Task-Based Syllabus .............................................................................................................................................. 15

PEDAGOGICAL PROPOSAL ......................................................................................... 17

1. Course syllabus ....................................................................................................................................................... 17

2. Syllabus design ........................................................................................................................................................ 17

3. Course description ................................................................................................................................................. 18

4. Course structure ..................................................................................................................................................... 18

5. General objective .................................................................................................................................................... 20

6. Assessment................................................................................................................................................................ 21

7. Rubric for the persuasive essay .......................................................................................................................... 22

SAMPLE LESSONS........................................................................................................... 24

REFERENCES ................................................................................................................... 42

APPENDIX A: NEEDS ANALYSIS ................................................................................. 45

APPENDIX B: SURVEY ................................................................................................... 52

APPENDIX C: THE CLASS FOLDER ........................................................................... 54

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Introduction

Traditionally, writing has been seen as a highly cognitive individual activity. It does

not promote oral exchanges amongst the students as writing tasks usually consists of

individual writing on a piece of paper and then passing it to the teacher for further correction.

Writing has also been associated to being a product-oriented skill, in which the outcome is

more important than the process. So, what can we do as English as a Foreign Language (EFL)

teachers to turn writing tasks into meaningful situations of communication in which the

process is taken into account and becomes a learning opportunity?

We can promote collaborative writing activities, in which students work in groups or in

pairs coordinated and engaged throughout the composing process. Storch (2013) identifies

three main features of collaborative writing: (1) substantive interaction in all stages of the

writing process, (2) shared decision-making power over and responsibility for the text

produced, and (3) the production of a single written document. So, students work together

and interact throughout the writing process. This process, according to Schrage (1994) (as

cited in Storch, 2013) is formed by negotiations of ideas that arise as a result of a struggle to

create a shared understanding. It can be aided with technology, indeed, technologica l

developments have caused the increase of collaborative writing in the classrooms.

Currently, writing skills are considered as important as speaking skills, mainly because

of the frequent use of ICTs that involve communicating through emails, blogs or web pages

(MINEDUC, 2014b). Technology, or ICTs, is defined in this project according to Bain and

Weston (2012) as an umbrella term for computing devices (cell phones, tablets, personal

computers, and servers), software applications (word processing and video editing), the

Internet and the World Wide Web. Technology has become an integral aspect of adolescents’

culture, education, and life. As such, today’s adolescents are often referred to 'digital natives'

because of their enthusiastic use of technology (Teo, 2013, as cited in Allen, Ryan, Gray,

McInerney & Waters, 2014). According to a Pew Internet survey from the United States,

56% of teens with internet access go online several times a day, and 12% report once-a-day

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use (Lenhart, 2015). A similar trend is observed in Chile as 76% of Chilean teenagers use

social media more than an hour per day and that 70% uses instant messaging applications

more than an hour per day (comunicaciones.uc.cl, 2014) which indicates that using

technology is an important part of teenagers’ habits and routines. Bain and Weston (2012)

state that using technology in the classroom would make tasks more engaging and relevant

for students.

Accordingly, the ICTs section of the Chilean curriculum across subjects for secondary

education, suggests that “students are supposed to use technology for complex tasks such as

searching for information, evaluating information’s quality, sharing in social networking

sites, using ICTs to communicate ideas and arguments, producing information” (p. 11).

The problem is the absence of systematic, guided and informed use of technology

inside the EFL classrooms, because students are always using ICTs with no academic

purposes. They get and share a large variety of information, but not mediated by a teacher

and not in the L2. This situation is not different when it comes to L2 writing.

This graduation project seeks to help adolescent learners of English improve their

writing skills in the L2 using technology. The project addresses a group of 20 eighth-grade

students from the advanced level of English from a private, coed school. This graduation

project aligns to two objectives from the MINEDUC program that encourage the inclus ion

of written expression activities in the L2, and that are stated by the MINEDUC (2014b) as

follows

1. "Students write simple texts (letters, notes, narrations, emails, descriptions)

with different purposes about current topics or of personal interest” (p. 28).

2. “Students are able to plan, write, revise and edit texts. They are also expected

to organize texts according to grammatical and punctuation rules" (p. 28).

Also, this proposal is aligned to the following orientations for written expression in

the L2 listed by the MINEDUC (2014b):

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"Promote the development of writing skills through the writing process,

following the steps of pre-writing, drafting, revising, editing, and publishing,

developing strategies for learning from their mistakes" (p. 28).

“It is important to include technology in the writing process, because it makes

the task more meaningful, collaborative, motivating, fluid and interesting” (p.

28).

Moreover, this proposal aligns to the abilities related to the writing skills that high

school students should have using ICTs in the classroom defined by the MINEDUC (2013)

as follows:

“Planning the structure of a piece of writing” (p. 28).

“Synthetizing and organizing information taken from the Internet” (p. 29).

“Interacting effectively with his/her peers using digital technologies” (p. 32).

“Sharing information, taking into account the objective and audience” (p. 34).

“Collaborating online with the aim of producing a text” (p. 35).

This graduation project is structured into two main sections: literature review and

pedagogical proposal. In the first section, I thoroughly discuss L2 writing, use of ICTs in the

classroom, and task-based learning. In the second section, pedagogical proposal, I describe

the elective workshop and units. I present the general objective, and the five sample lessons

that combine the key elements of this project: the use of technological tools, the writing

process, and collaborative writing.

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Literature Review

This literature review presents three main sections: (1) Second language writing:

approaches to second language writing, writing persuasive essays in English, and

collaborative learning; (2) ICTs: writing with technology; writing with technology in the

classroom; and (3) Task-based syllabus.

1. Second language writing

According to Leiki (1996) and Silva (1993; 1997), writing in a second language is a

distinct area among the other basic skills of language learning (as cited in Alhosani, 2008).

Gardner and Johnson (1997) cited in Al-Mahrooqi (2014) state that

Writing is a fluid process created by writers as they work. In actuality, the writing

process is not a highly organized linear process, but rather a continual movement

between different steps of the writing model (p. 36).

It is an activity that requires a lot of time and it is one of the last skills acquired by

second language learners. Ferguson (2007) suggests that writing involves prolonged

instruction and exposure through the learning process as it consists of a complex kind of

mental process (as cited in Thouësny & Bradley, 2011). To improve this skill, writers need

time to think, reflect, prepare, make mistakes, evaluate and find solutions (Kotlyarova, 2013).

Learners take many years to reach writing competence in the L1 because they go through

social mediated processes, continuous observation, imitation, and practice. Consequently,

acquiring L2 writing competence implicates “even greater and psycho-cognitive and

sociocultural effort from the L2 learner, especially if the literate knowledge in the L1 is

limited” (Ferris & Hedgcock 2013, p. 16).

Consequently, in this work, second language writing is defined by Pinter (2006) as “a

complex skill progressing from level of copying familiar words and phrases to developing an

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awareness of texts structures, genres, the process of drafting and editing, and writing for an

audience” (p. 74).

1.1. Approaches to second language writing

Since L2 writing emerged in the 1980s as an area of scholarship, there have been a variety

of orientations to teaching and learning it. Among these orientations Hyland (2003) identifies

six different types: language structure, text function, creative expression, the writing process,

content, and genre. Two main approaches among them have been applied in L2 classrooms:

the product-oriented approach and the process-oriented approach. As it names implies it, the

first approach focuses on the final product, while in the second approach developed by

Flower and Hayes (1981) what is important is the cognitive process involved in writing.

Product-oriented approach

A product-oriented approach, according to Gabrielatos (2002), is a traditional approach

in which students are encouraged to mimic a model text, usually is presented and analyzed

at an early stage. According to Nunan (1999) (as cited in Kurt, 2014), the focus of the writing

activity is on the final product which should be coherent and error-free. Thus, accuracy is

more important than fluency. In the product-oriented approach, writing is seen as imitat ing

and manipulating models, provided by a textbook or by the teacher, that the learner must

follow (Ferguson, 2007).

This approach is divided into four stages: (1) Familiarization: Learners study a model

text and its main features regarding language structure; (2) Controlled writing: Learners

manipulate fixed patterns, which means that learners are given exercises in which the content

and/or form is already supplied; (3) Guided writing: Learners imitate or copy a model text;

(4) Free writing: Here the learners use the skills, structures and vocabulary they have

learned to produce a text. (Hyland, 2003). The elements and techniques of the product-

oriented approach can be useful at lower levels of language proficiency, helping to scaffold

the learner writing skills (Ferguson, 2007). Escholz (1980) (as cited in Saeidi & Sahebkheir,

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2011) notes that the product-oriented approach encourages learners to use the same plan

in different settings, neglecting the communicative content of the text. Zamel (1982)

argues that ignoring this communicative content is ignoring that writing is a type of

communication for developing ideas fully. Hyland (2003) adds that the goal of writing

can never be just training in explicitness and accuracy because, “good writing is always

contextually variable” (p. 5).

Process-oriented approach

The process-oriented approach emerged as a methodology for teaching writing in

second language during the 1980’s and early 1990’s in response to the traditional product-

oriented approach, which was considered ineffective for the composition processes

(Ferguson, 2007). This approach focuses on developing cognitive strategies for solving

problems, developing and expressing ideas, revising and reshaping texts (Hyland, 2003).

Kroll (2001) (as cited in Kurt, 2014) defines the process-oriented approach as follows:

The “process-oriented approach” serves today as an umbrella term for many types of

writing courses …. What the term captures is the fact that student writers engage in

their writing tasks through a cyclical approach rather than a single-shot approach.

They are not expected to produce and submit complete and polished responses to their

writing assignments without going through stages of drafting and receiving feedback

on their drafts, be it from peers and/or from the teacher, followed by revision of their

evolving texts. (p. 220-221)

According to Steele (2004), this cyclical approach comprises eight stages (as cited in Kurt,

2014): (1) Brainstorming: This is generating ideas by brainstorming and discussion; (2)

Planning/Structuring: Students exchange ideas into note form and judge quality and

usefulness of the ideas; (3) Mind mapping: Students organize ideas into a mind map, spider

gram, or linear form. This stage helps to make the hierarchical relationship of ideas which

helps students with the structure of their texts; (4) Writing the first draft: Students write the

first draft. (5) Peer feedback: Drafts are exchanged, so that students become the readers of

each other’s work. By responding as readers students develop awareness of the fact that a

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writer is producing something to be read by someone else and thus they can improve their

own drafts. (6) Editing: Drafts are returned and improvements are made based upon peer

feedback. (7) Final draft: A final draft is written. (8) Evaluation and teachers’ feedback:

Students’ writings are evaluated and teachers provide feedback on it.

In the process-oriented approach, writing activities must encourage learners to

generate ideas and to share them with others for creating new pieces of writing (Tribble,

1997). Therefore, it is important to encourage peer writing as well as peer assessment since

this encourages students to reflect on all aspects of writing. Table 1 summarizes the principal

pedagogical differences between the product and the process-oriented approach to writing:

Table 1. Pedagogical differences between product and process-oriented approaches for

writing. Taken from Kurt (2014).

Product Writing Process Writing

Imitates a model text Text as a resource for comparison

Organization of ideas are more important than

ideas themselves Ideas as starting point

One draft More than one draft

Features highlighted including controlled

practice of those features

More global, focused on purpose, theme, text

type i.e. reader is emphasized

Individual Collaborative

Emphasis on the final product Emphasis on creative process

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1.2. Writing persuasive essays in the second language

Baker, Brizee and Angeli (2013) define the persuasive essay, also known as

argumentative essay, as a genre of writing that requires the student to investigate a topic;

collect, generate, and evaluate evidence; and establish a position on the topic in a concise

manner. It involves more pre-writing than other genres and a lengthy and detailed research.

Writing a persuasive essay generally call for extensive research of literature or previously

published material that allows the student to learn about the topic and to understand different

points of view regarding the topic so that she/he may choose a position and support it with

evidence collected during the research process. Due to its complexity, the persuasive essay

is commonly assigned as a capstone or final project.

According to Baker, Brizee and Angeli (2013), the structure of the persuasive essay is

the following:

A clear, concise, and defined thesis statement that occurs in the first paragraph of

the essay.

Clear and logical transitions between the introduction, body, and conclusion.

Body paragraphs that include evidential support.

Evidential support (whether factual, logical, statistical, or anecdotal).

A conclusion that does not simply restate the thesis, but readdresses it in light of the

evidence provided.

1.3. Collaborative writing

According to Storch (2013) the concept of collaboration means sharing of labour (co-

labour) and thus collaborative writing means the co-authoring of a text by two or more

writers. Ed and Lunsford (1990) cited in Storch (2013) identify three distinguishing features

of collaborative writing: (1) substantive interaction in all stages of the writing process, (2)

shared decision-making power over and responsibility for the text produced, and (3) the

production of a single written document. Participants work together and interact throughout

the writing process, contributing to the generation of ideas, the planning, deliberations about

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the text structure, editing and revision. This process is formed by negotiations of ideas that

arise as a result of a struggle to create a shared understanding (Schrage, 1994 as cited in

Storch, 2013). The product of the collaborative writing process is “the jointly produced and

shared text, a text that cannot easily be reduced to the separate input of individuals (Storch,

2013).

In collaborative writing, there is mutual engagement and a coordinated effort by all

members of the group or pair throughout the composing process. Consequently, the outcome

of a collaborative writing activity, according to Stahl (2006) as cited in Storch (2013), is “not

just the jointly produced text. It is also collective cognition, emerging when two or more

people reach insights that neither could have reached alone, and that cannot be traced back

to one’s individual contribution” (p. 3).

Ortega (2009) stated that collaborative writing is likely to increase in the classrooms

given technological developments, and particularly the use of Wikis and Google Docs, the

new collaborative writing platforms (as cited in Storch, 2013).

During the last 30 years, technology has had an impact on writing. According to Porter

(2002), technological development has changed writing tools from the pencil to the

typewriter to the computer, being the latter the most revolutionary due to the social/rhetor ica l

contexts it creates and the way its use impacts publishing practices. The impact of new

writing technologies begun in the early 1980s when the general type of writing technology

was computer-based word processing which improved the speed and efficiency of print

production (Porter, 2002). Then, in the early 1990s, desktop publishing expanded

visual/graphic repertoire that was available for print production (for example, page layout,

and typography options), and the early Internet (Emails and chat) emerged, which meant an

improvement on speed of delivery and potential range of distribution and a new type of

rhetorical dynamic with synchronous and asynchronous communication. In the mid-1990s

the later Internet: Web-based delivery of writing (graphical email, web authoring) appeared,

enabling the delivery of graphically advanced documents via the Web. Lastly, in the early

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2000s, multimedia writing was born expanding the repertoire of production tools to include

audio, video, and enhancing graphical capabilities.

Thus, technology introduces a world where information can be manipulated and

virtually stored, where physical barriers are transcended to play, work, and create. As

Lotherington and Ronda (2014) noted, digital media enable multimediality or the

combination of multimodality and multidimensionality. Multimediality surpasses physical

and geographical borders to provide rich content and connect people in different parts of the

globe.

2. Writing with technology in the classroom

The National Council of Teachers of English in the U.S.A., or NCTE (2008), (as cited

in Gura, 2011) notes that literate people from the twenty-first century must “possess a wide

range of writing skills and varying approaches to writing tasks” and that “digital technologies

influence the processes, circulation, and evaluation of writing, and students need to learn how

to work effectively with them” (p. 5). However, many educators still struggling with fitting

writing skills development with the use of technology (Gura, 2011).

Gura (2011) argued that one basic goal of education has always been to prepare students

for adulthood and in this fast moving “Information Age” educators and students have to deal

with a constant stream of new information, ideas, and technology. So, one significant way to

to prepare students to deal with the influx of information is to provide them an environment

where they gain the ability to efficiently access, process, manage and convey concepts an

ideas. Gura (2011) stated that technology is a means to efficiency. For example, using word

processing and epublishing allows students to work collaboratively, to plan, write, produce

and publish texts for real audiences; these type of activities are purposeful and effective for

students.

In addition, Gura (2011) highlights that integrating technology to the writing process

enables students to learn numerous other technology skills that can positively impact their

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learning across the curriculum, such as developing basic digital graphic skills or evaluating

online content type.

NCTE became aware in 2008 of the importance of integrating technology in the writing

process, the Chilean government designed a plan for integrating ICTs in the Chilean

classrooms which started in 2010 called “Programas de Tecnologías de la Informació n y

Comunicación TICs”. According to the MINEDUC (2014a), the government included the

ICTs in the program of study, bought technological devices for subsidized schools in the

country, developed software for students to learn mathematics and English, trained teachers

to use ICTs in the classroom, and created a test to prove educators competencies using

technology. So far, the goals of the government have been partially accomplished.

In 2013, the MINEDUC published a guide in which, after months of discussions with

experts, defined the abilities that high school students should have using ICTs in the

classroom. According to the document, Matriz de Habilidades TIC para el Aprendizaje, the

ones related to the writing skills were:

“Planning the structure of a piece of writing” (p. 28).

“Synthetizing and organizing information taken from the Internet” (p. 29).

“Interacting effectively with his/her peers using digital technologies” (p. 32).

“Sharing information, taking into account the objective and audience” (p. 34).

“Collaborating online with the aim of producing a text” (p. 35).

Consequently, pre-service teachers are increasingly being taught about integrating ICTs

in the EFL classroom. In the fifth region, for example, Universidad de Viña del Mar offers

the course “Las TIC en la Enseñanza del Idioma Inglés”. The course is taught to second year

students from the English Pedagogy program and its main objective is to teach future EFL

teachers to facilitate language learning using ICTs in the classroom, being aware that ICTs

are a tool and not an aim. To achieve this, the teacher teaches them about: ICTs use in Chilean

EFL classroom, Microsoft Office use for pedagogical solutions, class material design using

technological tools, lesson planning including ICTs in the activities, and a critical vision

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about ICTs use in other countries’ classrooms. At our program, however, no systematic

training is done. In fact, the implementation of ICTs in the classroom is not staged, or

planned, they simply correspond to individual initiatives (Cárdenas-Claros & Oyanedel,

2015).

Engstrom and Jewett (2005) as cited in Storch (2013), in a report based on a large scale

wiki project conducted with 400 middle school students and 11 teachers in the U.K.

emphasized that training learners to use the wiki was one of the most important components

of the project, as students completed the project but not all worked collaboratively. Several

researchers suggest that effective training should cover the technical skills needed, but also

how to provide peer-feedback (Storch, 2013). In Sweden, Kullberg (2011) explored teachers’

and students’ opinions on and attitudes towards the technology used in their English

classrooms. Conclusions pointed out that both students and teachers definitely regard

technology and the tools that it provides as having a positive effect on their

work/performance, but they would rather see greater implementations and training on the

new innovations. They think that students should be trained in English and digital

competence.

In Chile, although there might be certain initiative to integrate ICTs in the EFL

classroom, they are not reported systematic and we have no much knowledge yet of what

classroom teachers are doing given the restrictions imposed by the MINEDUC curriculum.

3. Task-Based Syllabus

Task-Based syllabus targets learning as a process rather than a mere product

(Nunan, 2004). Moreover, in this syllabus, a task is recognized as goal-oriented, where the

target language is the means that the learners use to reach a communicative outcome (Willis,

1996). When lessons are based on this type of syllabus, there is a sequence of interrelated

tasks, that is, tasks are connected and serve as a preparation for the following activity (Ellis,

2003).

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Ellis (2003) identifies three main parts for each lesson: (1) Pre-task: in this instance,

both the topic and the task are introduced to learners; (2) Task Cycle: a part in which

students use and practice the language to carry out the task; (3) Post-task: in this last

instance, students are encouraged to use the language learned in task cycle and try to

produce the expected outcomes.

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Pedagogical Proposal

1. Course syllabus

Name of the course: Using free access tools for writing collaboratively persuasive essays

Type: Elective course

Target: 8th grade students (advanced level)

Duration: 18 sessions (36 pedagogical hours)

Teacher: María Andrea Mundt Rojas

Email address: a.mundt23@gmail.com

2. Syllabus design

This elective workshop is based on a task-based syllabus since students will work for the

achievement of a goal (assessed during the whole process), in which the second language

will be the mean to reach a communicative outcome: writing a persuasive essay.

The syllabus of the course is informed by a needs analysis (Appendix A) based on a survey

(Appendix B) conducted with 8th grade students from a private, coed school. The results of

the needs analysis showed that:

1. Students are aware of the writing process but they do not use it when writing a text

in English.

2. Students do not feel confident when writing persuasive texts.

3. Students’ main interests are related to music, and TV series and movies.

4. Students prefer writing texts in English collaboratively using technology.

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3. Course description

This is a 36-hour elective workshop designed for 8th grade students with an advanced level

of English. This workshop encourages students to produce persuasive essays (which promote

their critical thinking) about music applying the writing process while using technology.

Students’ learning is aided by the instruction of the persuasive essay, the writing process

stages, and the common English transition words and phrases which will be applied

throughout the course in a series of tasks developed in pairs. All the course progress will be

saved in a Google Doc folder (Appendix C), so that learners will be able access a folder that

will contain all the information they need to know to write a persuasive essay collaborative ly

using technology, and to the lesson activities and their classmates writing samples. Students’

progress will be assessed every session (in-class activities completed in the Google Doc

folder) and at the end of the course (portfolio).

4. Course structure

Based on the needs analysis results, students will write about music. Students will work

through the whole course with a “writing partner” chosen by themselves, developing the

activities of every lesson and writing the essay during the course of the semester. This will

be tackled throughout 5 units:

Unit 1 in order to give students the foundations of writing a persuasive essay collaborative ly,

this unit presents students the different types of “factual texts” in English, the structure of

persuasive essays, common transition words and phrases, the writing process stages, and

group formation rules and roles. In this unit students learn the “factual texts” types which

they practice by reading different texts and identifying them; students learn the parts of

persuasive essays and transition words and phrases which they practice by ordering parts of

a text and by adding connectors to short fragments; students learn the stages of the writing

process together with the steps for writing a persuasive essay.

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Unit 2 presents students techniques and tools for the pre-writing stage. In this unit students

get prepared for start writing the text: they familiarize with technological tools and

applications that are useful for brainstorming, planning and mind mapping. Then, they search

for information about an event occurred in a TV series or movie, get an opinion and search

for sources to back up their opinion.

Unit 3 presents students the guidelines for drafting. Students familiarize with technologica l

tools and applications used for drafting. Students also experience with some of them and

choose the one that best fit their technological capabilities.

Unit 4 presents students a rubric for revising other’s pieces of writing. Students read and

make corrections on their peers’ texts and then they edit their own pieces of writing according

to the other’s suggestions.

Unit 5 presents students the stage of publishing. They familiarize with a social networking

site in which they publish their persuasive essay later. Then they interact with others by

making comments on other’s publications.

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5. General objective

At the end of this workshop students will be able to write collaboratively persuasive essays

in English using technology.

Units Objectives

Unit 1

Foundations

(6 sessions)

Recognize the different types of “factual texts” in English

according to its purpose

Identify the structure of persuasive essays

Identify the common English transition words and phrases

Identify the stages of production of the writing process

Identify group formation rules and roles

Unit 2

Let’s prepare for

writing

(3 sessions)

Familiarize with pre-writing techniques (brainstorming,

planning, and mind mapping)

Interacting with technological tools for pre-writing

Get an opinion about a topic and search for sources to back

up the opinion

Use technological tools to do pre-writing for the persuasive

essay

Unit 3

Let’s write

(4 sessions)

Identify guidelines for drafting each of the parts of

persuasive essays

Familiarize with technological tools for drafting

Use technological tools to write the first draft

Unit 4

Let’s get some

feedback

(3 sessions)

Recognize a rubric to revise other’s texts

Use technological tools to revise other’s texts (peer

feedback) following a rubric

Use technological tools to edit the text

Unit 5

Let’s share it

(2 sessions)

Identify the stage of publishing (evaluation and teacher’s

feedback) of the writing process

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Familiarize with the social networking site (Instagram) in

which the text will be published

Publish the final version in the social networking site

Interact with others by commenting on their posts

6. Assessment

Students will be graded according to the following percentages:

Attendance (10%)

Students are expected to attend at least

80% of the lessons. Even though they can

work from home, in-class discussions are

important for the learning process too.

In-class Activities (30%)

Students are expected to complete the

activities of each lesson, always keeping

the online portfolio updated. The teacher

will check it class-by-class.

Essay Progress (40%)

Students are expected to follow guidelines

and a rubric (showed below) for writing a

persuasive essay, which will be assessed

every lesson that a progress is requested to

be done.

Online Portfolio (20%)

Students are expected to compile all their

work in a folder that at the end of the

course should be complete (including the

in-class activities and the whole process of

writing the essay)

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7. Rubric for the persuasive essay

Criteria for

evaluation 4 3 2 1

Genre, organization and focus

Introduction

grabs reader’s

attention

Introduction grabs reader’s attention with an interesting question or surprising fact.

Introduction only partially develops attention-grabbing opening.

Introduction is relevant, but does not engage reader’s attention.

Irrelevant introduction.

Thesis presents

issue and

writer’s point of view

Thesis presents specific issue and writer’s point of view.

Thesis presents issue and writer’s point of view, but is somewhat vague.

Thesis hints at an issue, but is unclear and omits point of view.

Thesis is omitted.

Evidence

supports each reason for the

opinion and

reflects a

consistent point

of view

Persuasive evidence (facts, statistics, specific example, expert’s opinion) supports each reason for the opinion and reflects a consistent point of view.

Relevant evidence (facts, statistics, specific example, expert’s opinion) supports each reason and reflects a consistent point of view, but some reasons need more specific evidence.

Evidence supports at least one reason, but some evidence is not clearly relevant or does not reflect a consistent point of view.

Evidence is uncoherent with the stated reasons.

Reader concerns

or counter-

arguments are

addressed

Reasonable reader concerns or counter-arguments are thoroughly and persuasively addressed.

At least one reader concern or counter-argument is adequately addressed.

One reader concern or counter-argument is mentioned, or concerns are only superficially addressed.

Reader concerns or counter-arguments are ignored.

Transitional

words and phrases create

coherence

Effective transitional words and phrases create coherence

Transitional words and phrases create coherence in

Occasionally, transitional words and phrases appropriately connect ideas, but

Transitional words and phrases are omitted.

23

throughout the essay.

most sections of the essay.

sometimes they are used inappropriately.

Conclusion

restates opinion,

summarizes

reasons and/or

includes a call to

attention

Conclusion clearly restates opinion, concisely summarizes reasons, and/or include a call to attention.

Conclusion restates opinion, summarizes most reasons, and/or or include a call to attention but this is slightly vague.

Conclusion repeats thesis from introduction or vaguely sums up topic.

Formal conclusion is omitted.

Writing conventions

Standard

English spelling,

punctuation, and

capitalization

are used

appropriately for this grade

level

Standard English spelling, punctuation, and capitalization are used appropriately for this grade level throughout the essay.

Standard English spelling, punctuation, and capitalization are used appropriately for this grade level, with few problems.

Inconsistent use of standard English spelling, punctuation, and capitalization appropriate for this grade level jars the readers.

Minimal use of standard English spelling, punctuation, and capitalization appropriate for this grade level confuses the reader.

Standard

English

grammar and

sentence

structure are used

appropriately

for this grade

level

Standard English grammar and sentence structure are used appropriately for this grade level throughout the essay.

Standard English grammar and sentence structure are used appropriately for this grade level, with few problems.

Inconsistent use of standard English grammar and sentence structure appropriate for this grade level jars the reader.

Use of standard English grammar and sentence structure appropriate for this grade level is minimal and confuses the reader.

24

Sample Lessons

The following sample lessons correspond to units 2, 3, 4,

and 5. In units 2 and 3, students identify technological

tools for pre-writing and drafting, and use them to

produce their persuasive essay. In unit 3, students revise

online their classmates’ essays following a rubric. Finally,

in unit 5, students post their essay in a social networking

site (Instagram) and comment their classmates’ posts.

Pete and Anne will guide students throughout the lessons

activities with tips.

25

1.1 Write down the pre-writing steps in order. Compare your answers with the class.

1.2 Match the definitions with the corresponding image. Then, compare your answers with

the class.

A “To exchange ideas

into note form and judge

quality and usefulness of

the ideas.”

B “To organize ideas into

a diagram, spider gram,

or linear form.”

C “To generate ideas

through intensive and

freewheeling group

discussion.”

Unit 2: Let’s prepare for

writing

Lesson 1

DRAFTING

STARTING POINT

1. How well do you remember pre-writing steps?

..................

....................

....................

Today we will…

1) Recall pre-writing steps

2) Recognize the importance of pre-

writing

3) Identify and interact with

technological tools for pre-writing Gather with

your writing

partner to do

the activities.

26

1.3 Access the “Writing Process” folder and search for guidelines for each pre-writing

step. Write them below and share your answers orally with the class.

Look at the benefits of doing pre-writing. Then,

follow the instructions below.

2. Why is pre-writing important?

Bypassing the dread of getting started

Removing expectations

Lowering stress

Getting ideas flowing

Narrowing in on focus

Avoiding the first draft that is "adrift with no

direction"

Brainstorming

__________________

__________________

__________________

__________________

__________________

___

Planning

__________________

__________________

__________________

__________________

__________________

___

Mind Mapping

__________________

__________________

__________________

__________________

__________________

___

SYNONYM BOX

bypassing: avoiding

dread: fear

adrift: something unanchored

27

2.1 Discuss with another pair of “writing partners” the benefits of doing pre-

writing listed above and think about other benefits. Write them in the box.

2.2 Choose the one that best fits for you and write it here.

2.3 Share it orally with the class and keep it in mind every time you start writing

a text.

}

Take a look at each technological tool.

Access the tutorials, complete the CHECK-table,

and select the one you like the most.

Technological Tool Name Description Tutorial

Popplet

A web tool and mobile app that

allows a collaborative brainstorming

and mind-mapping experience.

https://www.youtube.com/watch?v=Zsdv2FN4MDw

SpiderScribe An online brainstorming and mind

mapping tool. https://www.youtube.com/watch?v=HOipEUIIv8M

Mind Meister A collaborative mind mapping online

tool and mobile app. https://www.youtube.com/watch?v=QN8KVvoKbnU

Inspiration

A software used for visual mapping,

outlining, writing and making

presentations.

https://www.youtube.com/watch?v=yPTZh13OTLU

Draft: Builder A software used for brainstorming,

planning, and drafting. https://www.youtube.com/watch?v=_4fMSTL9VDo

The benefit of doing pre-writing most important for me is …………………………….

That is why I do pre-writing.

3. Can you use technological tools to enhance pre-writing?

Yes! There are

plenty of sites and

apps where you

can do pre-writing.

28

CHECK-table (Tick when it applies)

Feature Popplet SpiderScribe Mind

Meister Inspiration

Draft:

Builder

Easy to access or to

download

User friendly

Facilitates collaborative

work

Online storage

1) Choose one of the following topics: “social media impact on self-confidence”, “reading

beauty magazines”, “working during the summer”, “sunbathing”, “privacy in social

networking sites”, “doing diets”, “veganism”, “religion and identity”, “digital books”, and

“studying abroad”.

2) Do brainstorming using one of the technological tools. Put the link to your brainstorming

here:

3) Review the points emerged in the brainstorming.

4) Choose relevant points and do planning using one of the technological tools. Put the link

to your planning here:

PRACTICE

The technological tool we have chosen to do pre-writing is …………………………….

Brainstorming access link:

Planning access link:

29

5) Do mind mapping using one of the technological tools. Put the link to your mind map

here:

6) Share your work orally with your classmates.

CHECK

Today we…

Identified the steps for doing pre-

writing __

Recognized the importance of doing

pre-writing __

Identified and used technological

tools for pre-writing __

Mind map access link:

Today we…

Identified the steps for doing pre-

writing __

Recognized the importance of

doing pre-writing __

Identified and used technological

tools for pre-writing __

We think we need to improve:

……………………………………………

……………………………………………

……………………………………………

We think we are good at:

……………………………………………

……………………………………………

……………………………………………

30

1.1 Define “persuasive essay” using the words in the box. Share it orally with your

classmates.

A persuasive essay is …………………………………………………………………

……………………………………………………….………………….………….……

………………………………………………………..…………………….……………

…..……………………………………………………………….………………………

1.2 Access the following link and read the persuasive essay “Why Ebooks are

Preferable to Print”. Then, identify its parts.

Unit 2: Let’s prepare for

writing

Lesson 2

1. Do you remember what a persuasive essay is?

Today we will…

1) Review the persuasive

essay parts and

characteristics

2) Do the pre-writing for

our persuasive essay Gather with

your writing

partner to do

the activities.

convince logic and reasoning thesis or opinion arguments solid evidence

https://academichelp.net/samples/academics/essays/persuasive/e-books.html

Before you start! Remember that every

persuasive essay has an introduction in

which the thesis is stated; arguments;

evidence such as facts, statistics, expert

quotations, and examples; an opposing

viewpoint (sometimes); and a conclusion.

31

1.3 Develop a mind map of the text in 1.2 using the technological tool you chose last

class. Put the link to your mind map here:

2.1 Choose one of the following topics for your persuasive essay:

Relaxation music

Miley Cyrus as a teen model

The effect of music in criminal

behavior

The 60’s music and the political

situation

Piracy and illegal downloading

Music as a representation of

each generation

The Mozart effect

Playing an instrument

Music and productivity

Largest musical influences

Celebrities vs. Musicians

2.2 Do the pre-writing using the technological tools learned in class. Saving your work in

the “Portfolios” folder that corresponds to your group.

1) Do brainstorming and save it in your “Pre-writing” folder.

2) Do some research in the Internet.

2. Are you ready to start your persuasive essay?

Mind map access link:

32

3) Select all relevant information and write it in your “Pre-writing” folder.

4) Plan your text considering your: thesis, arguments and evidence. Save your work

in your “Pre-writing” folder.

5) Do a mind map and save it in your “Pre-writing” folder.

6) Make sure that you have saved all your work.

2.3 Share your work orally with you classmates.

CHECK

Today we…

Selected our topic __

Identified our thesis, arguments

and evidence __

Used technological tools for pre-

writing __

We think we need to improve:

……………………………………………

……………………………………………

……………………………………………

We think we are good at:

……………………………………………

……………………………………………

……………………………………………

33

Take a look at the technological tools for doing drafting, complete the CHECK-table, and

select the one you like the most.

Technological Tool Name Description Tutorial

Google Docs

A Web-based document

management application for

creating and editing documents.

They can be stored on the Google

cloud or on the user’s computer

and may be viewed and edited

by others with the owner’s

permission.

https://www.youtube.com/watch?v=s6V_h43-BIY

https://www.youtube.com/watch?v=POIR37Hmydg

One Note

A word processing software that

allows multi-user collaboration.

Documents are saved online, so

they can be accessed from any

device.

https://www.youtube.com/watch?v=GPxfNXH9LUo

Inspiration

A software used for visual

mapping, outlining, writing and

making presentations. Documents

may be saved on the user’s

computer.

https://www.youtube.com/watch?v=yPTZh13OTLU

Draft: Builder

A software used for brainstorming,

planning, and drafting. Documents

may be saved on the user’s

computer.

https://www.youtube.com/watch?v=_4fMSTL9VDo

Unit 3: Let’s write

Lesson 2

Today we will…

1) Identify technological tools

for doing drafting

2) Practice writing an

introduction using technology

3) Start writing your essay’s

introduction Gather with

your writing

partner to do

the activities.

1. Where can you start writing your persuasive essay?

34

CHECK-table (Tick when it applies)

Feature Google Docs One Note Inspiration Draft: Builder

Easy to access or to

download

User friendly

Facilitates collaborative

work

Online storage

1) Look at the mind map in the following link

http://2012books.lardbucket.org/books/writers-handbook/s09-planning.html. It

belongs to a persuasive essay, notice that the blue squares represent the arguments

and that the orange square represent the evidence.

2) Do research on the topic “The Sturgis Motorcycle Rally” (read pieces of news, watch

videos, look images, or anything you want to).

3) Open the “Lesson Activities” folder, and read the document called “OUTLINE: The

Sturgis Motorcycle Rally”

4) Based on the mind map and the outline, write down the introduction of it using one of

the technological tools for drafting listed in section 1. Put the link to the introduction

here:

PRACTICE

The technological tool we have chosen to do drafting is …………………………….

Introduction access link:

35

2.1 Write down an introduction for your persuasive essay using one of the technological

tools taught in the class. Have in mind the pre-writing you did for your essay and the

features of an introduction listed above. Save your work in you folder in “Portfolios”.

2. Let’s begin with the introduction!

Today we…

Identified technological tools for

doing drafting __

Used technological tools for

writing the introduction __

YOU CAN USE THIS EXPRESSIONS:

First of all… - To begin with… - In order to… - Decide

whether.... or not - To outline the main points… -

Traditionally…

CLICK HERE FOR MORE INFORMATION ABOUT INTRO’s!

http://grammar.about.com/od/developingessays/a/How-To-

Begin-An-Essay-13-Engaging-Strategies-With-Examples.htm

Remember that an

introduction has to:

1) grab the reader’s attention

2) give some background

information

3) present the thesis

CHECK

We think we need to improve:

……………………………………………

……………………………………………

……………………………………………

We think we are good at:

……………………………………………

……………………………………………

……………………………………………

36

Read the benefits of revising other’s writing. Then, discuss them with your partner. Highlight

the one you think is the most important.

Unit 4: Let’s get some feedback

Lesson 1

Today we will…

1) Recognize the importance

of peer-feedback

2) Revise other’s essays

following a rubric

Gather with

your writing

partner to do

the activities.

1. Why should you revise others’ work?

37

Check the rubric below. You will use it to revise your classmates’ essays.

Criteria Yes Almost No

The introduction is interesting

The thesis is clear

Each argument has evidence

Evidence is real

The conclusion is clear

My classmates convinced me

Grammar and punctuation is fine

1) Access the link below and read the essay “Why All U.S. Students Should Study Spanish”.

2) Go through the rubric above and revise the essay.

3) Share your comments orally with your classmates.

2. How can I revise other’s work?

PRACTICE

https://academichelp.net/samples/academics/essays/persuasive/study-spanish.html

To revise other

classmates’

essay you can

use a rubric.

38

3.1 Access the “Portfolios” folder and open the persuasive essay assigned by the

teacher.

3.2 Read the essay once.

3.3 Revise the essay considering the rubric in section 2. Then, create a document in your

classmates’ “Portfolio” folder and put the rubric there, write comments about the

essay if you want to.

3.4 Read and revise as many essays as you can. You will gain extra points.

3. Let’s do revising!

Today we…

Recognized the importance of peer-

feedback __

Practiced revising an essay using

technology __

Revised our classmates essay __

CHECK

We think we need to improve:

……………………………………………

……………………………………………

……………………………………………

We think we are good at:

……………………………………………

……………………………………………

……………………………………………

39

1.1 Search in the Internet for social media role in society and education. List the benefits

of using social media in the classroom that you find.

Here you have some key words: collaborate, communicate, share, interact, digital

natives, peer support, virtual communities, technology skills, and multimedia.

1.2 Do a mind map that explains the benefits of using social media in the classroom using

one of the tools you already know. Put the link of the mind map here:

1.3 Share it with your classmates and discuss the benefits of using social media in the

classroom.

Unit 5: Let’s share it

Lesson 2

Today we will…

1) Identify the role of social

media

2) Publish our persuasive

essay in the social media

3) Make comments on

other’s publications Gather with

your writing

partner to do

the activities.

1. What is the role of social media?

Mind map access link:

40

2.1 Take or download a picture related to your persuasive essay topic (it should draw people’s

attention)

2.2 Open the class Instagram account and upload the picture. Paste your persuasive essay in the

description.

2.3 Synchronize it with the other social networking that Instagram offers you: Facebook, Twitter,

Tumblr, or Flickr.

2.4 Share it!

3.1 Read your classmates publications

3.2 Write a comment of 80 -100 words length on your classmates’ publications.

Remember to:

2. Let’s publish!

3. Let’s read what others published!

Remember to be

RESPECTFUL

41

1) Say if you agree or disagree with your classmates

2) Explain why you agree or disagree with them

3) Provide extra information related to the topic

3.3 Discuss orally with the class how using social media has an impact on interaction

between classmates.

Now we know how to…

Plan and write a persuasive essay

using technology __

Write collaboratively __

Share and comment other’s

persuasive essay __

CHECK

The most difficult part of the course was…

……………………………………………

……………………………………………

……………………………………………

The easiest part of the course was..

……………………………………………

……………………………………………

……………………………………………

42

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45

Appendix A: Needs Analysis

Participants:

This needs analysis was conducted with 19 eight-graders from the advanced level of English

of Saint Dominic School, a private, coed school located in Viña del Mar. This group has eight

hours of English per week and students work primarily on productive skills during their

lessons.

The survey:

The survey used for this needs analysis was designed according to the proposal of Dudley-

Evans and St. John (1998). The questions were presented in English, as they are supposed to

understand the language. It is a paper-based survey, I gave it to the students and made sure

that each student understood the questions and statements, in order to collect accurate data.

This survey sough to gather information about the awareness and use of the writing process

when writing in the second language, the students’ confidence when writing persuasive texts

(which is considered the most complex), and students’ interests and preferences when

writing.

The survey was divided into two sections: The first section consists of five questions that

inquire information about students’ perception on the importance of knowing how to write

text in English, students’ level of confidence about their English writing skills and their

confidence when writing the different type of texts, students’ knowledge about the writing

process, and the stages of the writing process they do when writing in English.

The second section is a questionnaire that looks to find students’ preference when writing in

English: pair work or by their own, producing text with ICTs or on paper, sharing texts in the

social media or printing them, reading online texts or printed ones. Also, this section includes

two more questions that ask students’ topics of interest, and students’ possible interest on

attending a workshop of technology use across the writing process.

46

Results:

The results are divided into two sections and a deeper analysis of each of the questions is

described and illustrated with the accompanying figure.

Part 1: About writing in English

Figure 1

Figure 1 reveals that the whole class has a positive perception on the importance of

knowing how to write texts in English. This is relevant for the pedagogical proposal as

students’ have to appreciate writing to be interested in attending the elective course.

Figure 2

Figure 2 shows that an important percentage of the class think that their writing skills need

to be improved, which means that the pedagogical proposal will be useful for the 79% of

the class.

Yes100%

No0%

1. DO YOU THINK THAT KNOWING HOW TO WRITE TEXTS IN ENGLISH

IS USEFUL?

Yes79%

No21%

2. DO YOU THINK THAT YOU NEED TO IMPROVE YOUR WRITING

SKILLS IN ENGLISH?

47

Figure 3

Figure 3 reveals that more half of the class does not feel confident when writing persuasive

texts, being the instructive text in second place and the descriptive and informa tive almost

in the same level. This means that the pedagogical proposal fills the students’ needs.

Figure 4

Figure 4 shows that seven students are not familiar with the writing process, which means

that they have not even heard about it.

Descriptive texts10%

Informative texts11%

Instructive texts21%

Persuasive texts58%

3. WHAT OF THE FOLLOWING TYPES OF TEXTS DO YOU FEEL LESS CONFIDENT WHEN

WRITING?

Yes37%

No63%

4. ARE YOU FAMILIAR WITH THE WRITING PROCESS (PREWRITING, DRAFTING,

REVISING, EDITING, AND PUBLISHING)?

48

Figure 5

Figure 5 reveals that no students use or are familiar with the pre-writing stage, and that just

a few revise their writing. Students’ are not following the stages of the writing process; they

know about it, but they do not apply it. The proposal would be very useful for them to

practice and use every time they had to write.

Figure 6

Figure 6 reveals the marked preference of students to work in writing tasks in pairs.

Nobody answered that they would like to work on their own, so collaborative learning

would be possible for the course.

Prewrite0%

Draft22%

Revise23%Edit

31%

Publish24%

5. WHEN YOU WRITE TEXTS IN ENGLISH, YOU USUALLY… (TICK ALL THE ONES THAT

APPLY)

Strongly disagree

0%

Disagree0%

Agree21%

Strongly agree79%

6. I WOULD LIKE TO PRODUCE A TEXT FOR MY ENGLISH CLASS TOGETHER WITH A PARTNER RATHER THAN ON MY OWN.

49

Figure 7

Figure 7 shows the marked preference of students to use technological tools for writing

tasks. Nobody disagreed, which reinforces the advantages of using technology to enhance

the writing process.

Figure 8

Figure 8 show the marked preference of students to share information in the social media.

Just one student answered in disagreement. This proves the students’ preference for the

social media and how meaningful it would be for them doing some activities with it in the

classroom.

Strongly disagree0%

Disagree0%

Agree37%

Strongly agree63%

7. I WOULD LIKE TO USE TECHNOLOGICAL TOOLS (ONLINE MIND MAPS, WORD

PROCESSORS) TO PRODUCE WRITTEN TEXTS FOR MY ENGLISH CLASS.

Strongly disagree

0%

Disagree10%

Agree53%

Strongly agree37%

8. I PREFER SHARING A TEXT IN THE SOCIAL MEDIA RATHER THAN PRINTING

IT FOR OTHERS TO READ.

50

Figure 9

Figure 9 reveals that only one students prefers reading printed texts rather than in the social

media, which is valuable information for the pedagogical proposal, as its final activity is

interacting in a social media site.

Figure 10

Strongly disagree0%

Disagree10%

Agree58%

Strongly agree32%

9. I PREFER READING TEXTS SHARED IN THE SOCIAL MEDIA RATHER THAN

PRINTED.

TV series and movies

17%

Sports10%

Video games10%

Health and fitness

2%Cooking and food

6%Beauty tips6%

Music17%

Teenagers' problems

11%

Books and magazines

9%

Animals5%

Cultures and cities7%

10. WHAT TOPICS ARE YOU INTERESTED IN? CHOOSE AT LEAST 3, PLEASE.

51

Figure 10 shows that the majority of the class is interested in topics about music, and

movies and TV series. This is why students will write about music.

Figure 11

Figure 11 shows that only 2 students would not take the elective course for enhancing the

writing process using technology, which is very positive for the pedagogical proposal as it

would be accepted for almost the whole class.

Yes89%

No11%

11. WOULD YOU LIKE TO ATTEND AN ELECTIVE WORKSHOP WHERE YOU

WILL USE TECHNOLOGY ACROSS THE WRITING PROCESS?

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Appendix B: Survey

Objectives:

Identify 8th graders’ awareness and use of the writing process; students’ confidence when writing persuasive texts; identify students’ preferences when producing texts: topics of

interest, working by their own/in pairs/in groups, and using/not using technology. Part 1: About writing in English

Read the questions and tick the choice that best represents your situation.

1. Do you think that knowing how to write texts in English is useful? Yes No

2. Do you think that you need to improve your writing skills in English?

Yes No

3. What of the following types of texts do you feel less confident when writing? Descriptive texts (describing a place, person or situation)

Informative texts (explaining or giving information about something)

Instructive text (telling how to do something)

Persuasive texts (convincing someone to do something)

4. Are you familiar with the writing process (prewriting drafting revising editing publishing)?

Yes No

5. When you write texts in English, you usually … (tick all the ones that apply) Prewrite (brainstorm and organize your ideas)

Draft (write the first version)

Revise (make changes to improve your writing)

Edit (correct mistakes) Publish (present your final copy)

None of the above

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Part 2: About students’ preferences

Read the statements and mark with a tick according to your level of agreement.

Statement/Level of agreement Strongly

disagree Disagree Agree

Strongly

agree

6. I would like to produce a text for my English class

together with a partner rather than on my own.

7. I would like to use technological tools (online

mind maps, word processors) to produce

written texts for my English class.

8. I prefer sharing a text in

the social media rather than printing it for others to read.

9. I prefer reading texts

shared in social media (Facebook, Instagram)

rather than printed materials.

10. What topics are you interested in? Choose at least 3, please. TV series and movies Cooking and food Books and magazines

Sports Beauty tips Animals

Video games Music Cultures and cities

Health and fitness Teenagers’ problems

11. Would you like to attend an elective workshop where you will use technology across the writing process?

Yes No

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Appendix C: The Class Folder

This is a Google Doc folder called “Using Free Access Tools for Writing

Collaboratively Persuasive Essays”. All the documents stored in this folder can be seen by

any of the participant students of the workshop.

It contains five folders:

“Types of Texts”, which contains general information about the different genre in

English.

“The Persuasive Essay”, which contains detailed information about persuasive essays

(structure, guidelines for writing, and sample essays).

“Transition Words and Phrases”, which contains explanations and examples of

common English transition words and phrases.

“The Writing Process”, which contains sub-folders for each stage. All of them

provide explanations, guidelines and samples to do the writing process step-by-step.

“Lesson Activities”, which contains the worksheets and other material related to the

in-class activities.

“Portfolios”, which contain sub-folders for each pair of “writing partners”. Each of

the sub-folders contain the progress done by the students: the in-class activities and

the production of the persuasive essay.

The teacher check them class to class, in order to have control on the progress of the

students. The following image shows the class folder: