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TOPIC 6: Written communication. Types of text. Structure and formal…
TOPIC 6: Written communication. Types of text. Structure and formal elements. Rules governing written texts. Routines and formulaic expressions.
1. INTRODUCTION
- The topic deals with written communication and focuses on the main characteristics of written texts.
- it is common to observe students’ difficulties in writing different types of texts -> they do not know how to organise the different ideas into separate paragraphs or how to use connectors + lack of knowledge of vocabulary + grammar and spelling errors. Final goal = students are able to produce different coherent and cohesive texts.
- The topic is divided into 9 parts.
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7. EDUCATIONAL CONTENT
- The Decree 187/2015 (linguistic field) establishes = students should achieve communicative and linguistic skills in order to communicate (orally and written) with the world in different contexts -> 5 dimensions, 11 competencies.
- This topic is related to the written expression dimension (competencies 7, 8 and 9).However, the written task must be embedded in a learning sequence that includes other skills such as speaking, listening, interacting and reading.
- This topic can be brought to class in different ways -> task for 3rd of ESO students: a "Storytime" Youtube video.
- Students will be required to create a narrative video about an event in their life. Thus, focusing on the written expression dimension (competencies 7, 8 and 9) and the oral comprehension dimension (competency 1) as they will watch and co assess their classmates videos. Moreover, the task will be integrated in the Avancem program.
Legal framework taken into account:
- the Decree 187/2015, of August 25th, on the organisation of Compulsory Secondary Education;
- the Decree 150/2017, of October 17th, which regulates attention to diversity in the framework of an inclusive educational system;
- the Order ENS/108/2018, of July 4th, which determines the requirements of the assessment procedure in Compulsory Secondary Education.
- When tackling this topic in class = - Different strategies BUT communicative, meaningful, contextualised, transferrable and productive activities -> activate their higher order thinking skills (Bloom's Taxonomy).
- Student - centred.
- UDL + multilevel activities / adaptations (additional and intensive measures apart from universal).
- Gender equality.
- Digital resources = video editor (Vimeo) -> competency 3 + VLE (Symbaloo) -> competency 6.
- Sequence of activities = initial, development and synthesis.
- Group individual and peer work and assessment,
- Three types of assessment + regulation / errors / feedback, fordward.
8. CONCLUSION
- Important get to know the characteristics of written communication in order to improve their English knowledge and command BUT foster digital, personal and social skills.
- Teachers = willing to evolve, learn, adjust, adapt to the current needs of society AND provide appropriate tools to succeed in a constantly changing and evolving world.
9. BIBLIOGRAPHY
- Decree 187 / 2015
- Decree 150 / 2017
- Order ENS / 108 / 2018
- Halliday. Spoken and written language.
- Ortega (1985): Redacción y composición.
- Saussure, F. Course de linguistique genérale.