1. Eric Cohen Books 2007 Simply Writing - Task to Project to Bagrut What's expected and what you can do! Clarity, Expectation and Format

2. Eric Cohen Books 2007 I ’ m sure you realize that a task/project: Should reflect some background knowledge Enables problem-solving Enables multiple responses Collaborative learning Choose type of presentation

3. Eric Cohen Books 2007 Task/Project presentations on a Continuum (according to the NBA) Present information on limited content, supported by visual aids Present information taken from different sources Describe people, places, things and events React to the content of something read, seen or heard

4. Eric Cohen Books 2007 Produce a short coherent writing and/or speech that conveys personal experiences Express ideas and opinions about general topics and experiences using main and supporting ideas Design a means for collecting information, such as questionnaire, and list results Design different means for collecting information, such as survey and interviews and report on the results

5. Eric Cohen Books 2007 So, all they need to do is: Present information on limited content, supported by visual aids Describe people, places, things and events Produce a short coherent writing and/or speech that conveys personal experiences Design a means for collecting information, such as questionnaire, and list results

6. Eric Cohen Books 2007 Written Social Interaction / Presentation Module B / D # pts # tasks Length BenchmarksSuggested Task Types B 30 135 - 40 words FoundationIntermediateProficiency  extended forms  informal letter such as to a friend, family, teens abroad  notes  postcard short composition expressing feelings, likes and dislikes describing people, places, things and events producing a short piece of coherent writing expressing personal wishes and opinions giving information in writing, such as postcards, letters D 30 100-120 words reacting to the content of something read expressing ideas and opinions about general topics and experiences using main and supporting ideas extracting relevant information for a specific purpose relating to themes/ideas from a personal perspective presenting an argument for or against a particular point of view  informal letter  review  composition 1

7. Eric Cohen Books 2007 What do we look for in good writing? Mechanics: spelling, punctuation, capitalization, legible handwriting Language use: correct order, tense agreement, number and function - articles, pronouns, prepositions, meaning not obscured by grammatical errors Vocabulary: uses correct words - variety - appropriate word for topic Organization: fluency, not choppy, sequencing, cohesive Content: development of main idea - supporting details - knowledge of subject

8. Eric Cohen Books 2007 Successful Writing or (What are they looking for?) Complete sentences Organized sentences Relevant information Correct basic grammar usage Correct use of basic punctuation Few spelling errors

9. Eric Cohen Books 2007 What is enough words? Dear Sara, How are you? I ’ m fine. I can ’ t wait to see you next month at the Kinneret. I miss you and my friends from my old school so much. I have one new friend, Maya. Black area – 40 words Whole letter– 111 words My new school is boring. I’m having so many problems there. I keep getting into trouble. Yesterday I was sent home because I didn’t get to my math class on time. Your best friend, Sandy I have nothing to do on the weekend too. I miss going to the coffee shop and talking to you and Liron. I don’t want to stay here and I don’t know what to do. Help! Call me tonight, please.

10. Eric Cohen Books 2007 What ’ s in a task ? Name of person, place or thing Specific details about person, place, or thing Collect information – questionnaire Pictures 3 reasons = 3 sentences

11. Eric Cohen Books 2007 Project Format Cover page Table of content Bibliography – 2 (1 in English) Self assessment = checklist Introduction/ Rationale for choice of topic Body Conclusion / reflection

12. Eric Cohen Books 2007 Getting it into proportion – individual project Introduction: (1 paragraph ) 1-3 sentences – what is this project about Body: (2 and maybe 3 paragraphs ) Each paragraph one topic and probably only 4 or 5 sentences Conclusion: (3 d or maybe 4 th paragraph ) What I learned (content) from this project - maybe 2 to 4 sentences (can include reflection)

13. Eric Cohen Books 2007 Getting it into proportion – group project 2 or 3 people Introduction: (1 paragraph ) 1-3 sentences – what is this project about Body: (3 and maybe 4 paragraphs ) Each paragraph one topic and probably only 4 or 5 sentences per paragraph. Conclusion:(4 th or maybe 5 th paragraph ) What we learned (content) from this project - maybe 2 to 4 sentences (can include reflection)

14. Eric Cohen Books 2007 What do we need to teach? Basic sentence structure include: connectors: and / but adjective placement prepositions warn about run-on sentences Punctuation:. ? – forget, Capitalization: people, places and things Basic paragraph structure: 3 - 4 sentences Conclusion: I learned... (maybe – I my opinion... - I believe... )

15. Eric Cohen Books 2007 What do you need to teach? when to use a capital letter when to use a period or question mark which subject and verb go together where to add adjectives and adverbs what is a complete sentence how to add prepositional phrases how to write a paragraph - 1 topic sentence and 3 to 4 supporting sentences

16. Eric Cohen Books 2007 What can you do? Have the students always answer in complete sentences. Give at least one writing assignment a week. Give the students a check list stating what you will be assessing on each assignment. Each check list should be an expansion of the previous one. One step at a time. Tell them how and what they write really matters. Give each student a chance to do every writing assignment a second time in order to correct their mistakes. Give each student a list of general writing rules. Prepare a poster of these rules for the class.

17. Eric Cohen Books 2007 Why do students do copy/paste tasks and projects? The task/project guidelines are too complicated. expectations (checklist or rubric) aren ’ t clear to the student. topic is too intellectual in correlation to the language level. Ok - sometimes they are just too lazy!!

18. Eric Cohen Books 2007 So... Make sure the project guidelines are VERY clear! Make sure the students understand how he/she will be graded. Don ’ t ever accept copy/paste tasks or projects! Make sure there is a correlation between the students ’ language and maturity level.