Transitions Literacy Curriculum Project
Overcoming Barriers
(Advanced)
Teacher’s Guide
This guide and all associated materials are the property of the Seattle
Community College District and the faculty that developed them. Permission
is granted for educational use within the Seattle Community College District.
Use outside the district is prohibited without permission.
Jamila Barton, jbarton@sccd.ctc.edu
Jill Bauer, jbauer@sccd.ctc.edu
Sara Stapleton, sstapleton@sccd.ctc.edu
ESL Faculty, North Seattle Community College
Table of Contents
An Introduction to TLC Project 2010 .......................................................................................................... 2
TLC Project Outcomes ................................................................................................................................. 3
Reading Outcomes .................................................................................................................................. 3
Writing Outcomes ................................................................................................................................... 3
Information Literacy Outcomes .............................................................................................................. 3
Technological Proficiency Outcomes ...................................................................................................... 4
Communication, Self-Expression & Collaboration Outcomes ................................................................ 4
College Readiness Skills Outcome .......................................................................................................... 5
Overcoming Barriers ................................................................................................................................... 6
Advanced Project (AP) ............................................................................................................................ 6
Unit A: Introduction to Sociology............................................................................................................... 7
Sample Plan............................................................................................................................................. 7
Unit B: Identifying Barriers......................................................................................................................... 9
Sample Plan............................................................................................................................................. 9
Unit C: Identifying Resources: Guest Speakers ......................................................................................... 9
Sample Plan............................................................................................................................................. 9
Unit C: Identifying Resources: Research ................................................................................................. 10
Sample Plan........................................................................................................................................... 10
Unit C: Identifying Resources: Discussion ........................................................................................... 10
Sample Plan........................................................................................................................................... 10
Unit C: Identifying Resources: Group Presentation ................................................................................ 11
Sample Plan........................................................................................................................................... 11
Unit D: Sharing Resources ........................................................................................................................ 13
Sample Plan........................................................................................................................................... 13
Unit E: Identifying Personal Barriers: Inventory ..................................................................................... 14
Sample Plan........................................................................................................................................... 14
Unit E: Identifying Personal Barriers: Writing ......................................................................................... 14
Sample Plan........................................................................................................................................... 14
TLC Project 2010 – Permission granted for classroom use only
1
An Introduction to TLC Project 2010 (Top of the Document)
The Transitions Literacy Curriculum (TLC) project provides course enhancements that
contextualize English language instruction to increase retention and college transition for intermediate
and advanced ESL students. Three quarter-long projects have been developed in Angel shells for
ESL/ABE teachers. The project themes are:
 Exploring U.S. College Culture,
 Investigating Career Choices, and
 Overcoming Barriers to Success.
Studies show that adult students learn better when content is directly related to their goals.
For example, recent studies such as Redefining College Readiness (Conley 2007) argue that students
are not ready for college because they are not able to navigate the college system. Though many
students in ESL programs have the goal to take college classes, they face a number of barriers that
prevent them from successfully transitioning. Some barriers our students face include:
 Lack of necessary skills for college success (content-specific vocabulary, technological
proficiency, study skills, critical thinking, communicative and problem solving skills)
 Unclear career goals
 Lack of awareness about how college education can benefit them
 Lack of understanding of US classroom culture and the US education system
 Inability to navigate college services to get what they need
The TLC project addresses these issues. We hope these materials will prepare students to overcome
these barriers, help them succeed in college classes and dramatically increase transition rates.
Therefore, the project targets the following standards or objectives:
 Information Literacy: We integrated the ACRL Information Literacy Competency Standards
(identify, access, evaluate, apply and credit) into the reading, writing and/or speaking
aspects of the course enhancements.
 Technological Proficiency: Based on the Washington State Technology Standards, we
incorporated activities involving the tools (email, word processing, the Internet, etc.) that
students need to transition successfully.
 Communication, Self-Expression & Collaboration: The course enhancements focus on
increasing students’ communication and collaboration with native speakers in pairs or
groups.
 College Readiness Skills: Along with addressing the outcomes above, the course focus on
academic culture and study skills such as navigating the college system, adapting to
classroom culture, note-taking, preparing presentations, etc.
Choosing Angel as the delivery mode will prepare our students for the new trends in education
because many college courses are taught in various modalities using a variety of technological tools.
Instructors will be able to use these materials online, in a hybrid environment or in a traditional
classroom.
TLC Project 2010 – Permission granted for classroom use only
2
TLC Project Outcomes (Top of the Document)
Reading Outcomes
INTERMEDIATE
Students will be able to:
1. Use the dictionary for pronunciation, spelling and meaning
2. Understand main idea and details
3. Differentiate between facts and opinions
Use Reading Strategies (Skimming, Scanning, Previewing,
Questioning, Chunking) to understand main idea and details
5. Read 5-10 pages a week
6. Use Vocabulary Strategies (context clues, word parts)with
unfamiliar words while reading
4.
ADVANCED
Students will be able to:
1. Use the dictionary for collocations, word forms and word
choice
2. Make inferences and predictions based on a text
3. Use Reading Strategies (Previewing, Predicting, Questioning,
Chunking, Marking the text, Improving Speed) to understand
main idea and details
4. Read 10-20 pages a week
5. Use Vocabulary Strategies (context clues, word parts) with
unfamiliar words while reading
Writing Outcomes
INTERMEDIATE
Students will be able to:
1. Write multi-paragraphs
ADVANCED
Students will be able to:
1. Write essay-length documents
2.
Summarize one source
2.
Summarize, Analyze and Respond to sources in writing
3.
Edit, Receive Feedback & Revise drafts
3.
Edit, Receive Feedback & Revise drafts
4.
Write using a number of rhetorical styles (compare/contrast,
classification, etc.)
4.
Write using a variety of rhetorical styles and other text types
Information Literacy Outcomes
INTERMEDIATE
Students will be able to:
1. Access books, websites and information Introduction
2. Gather information
TLC Project 2010 – Permission granted for classroom use only
ADVANCED
Students will be able to:
1. Access books, websites and information Review
2. Gathering information
3
Evaluate 1 source for speaking and writing:
a. Who is the writer?
b. What’s the writer’s purpose?
c. What’s his or her point of view? (bias =positive,
negative, or neutral)
d. What type of language do they use? (word choice)
e. Who are they addressing? (audience)
f. What rhetorical type? (expository writing styles)
4. Cite sources using Basic MLA
3.
Integrate 2 or 3 sources for speaking and writing:
a. Who are the writers?
b. What’s the writers’ purpose?
c. What’s their point of view? (bias =??)
d. What are the conventions for word choice, tone and
register?
e. Who are they addressing? (audience)
f. What rhetorical type? (expository writing styles)
g. Why does the writer use it?
h. Is it effective and appropriate for the purpose?
4. Create an MLA bibliography (annotated)
5. Use different types of citation (Chicago, APA)
3.
Technological Proficiency Outcomes
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Understand Privacy Issues
1. Use Social Media Responsibly
2. Use an online management system (Angel)
2. Use an online management system (Angel)
3. Use basic features of Microsoft Word to complete assignments:
Typing, Saving, Printing, Spelling & Grammar Check
3. Use advanced features of Microsoft Word to complete
assignments: Formatting, Templates, web editor
4. Use basic features in PowerPoint to create presentations
4.
Use basic features in PowerPoint to create presentations
Communication, Self-Expression & Collaboration Outcomes
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Listen actively to understand essential information (main points
1. Demonstrate increasing understanding of the literal and
or intent) and most details
implied intent of the speaker
2. Use basic strategies to increase comprehension (mirroring,
2. Use advanced strategies to increase comprehension
asking questions)
(paraphrasing, using outside resources)
TLC Project 2010 – Permission granted for classroom use only
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3.
Use language functions to:
a. state an opinion
b. agree/disagree
c. make a request
d. participate in a group discussion
e. complain
f. give reasons for dissatisfaction
4.
Summarize 1 source verbally
Use language functions to:
a. paraphrase
b. identify and use appropriate register (level of formality)
c. make eye contact/nonverbal behavior
d. hesitate and pause
e. make and respond to feedback (back-channeling)
f. repeat and rephrase, etc.) in order to monitor the
effectiveness of the communication
4. Summarize multiple sources verbally
3.
College Readiness Skills Outcome
INTERMEDIATE
ADVANCED
Students will be able to:
Students will be able to:
1. Organize study materials
1. Organize study materials
2. Use the syllabus, calendar and assignment sheets for planning
2. Use the syllabus, calendar and assignment sheets for planning
3. Manage Time Effectively
3. Balance Work and life
4. Take Notes for lectures and reading using graphic organizers
4. Take Notes for lectures and reading using different note-taking
5. Understand issues surrounding academic honesty
systems
6. Understand learning styles
5. Avoid Plagiarism
7. Get help for challenges and barriers
6. Choose appropriate learning strategies
8. Increase confidence in academic settings
7. Get Help for challenges and barriers
9. Set goals
8. Increase Confidence in academic settings
9. Evaluate learning
10. Set goals
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Overcoming Barriers (Top of the Document)
The purpose of Overcoming Barriers is to address the following barriers to transition:
 Lack of necessary skills for college success (content-specific vocabulary, technological
proficiency, study skills, critical thinking, communicative and problem solving skills)
 Lack of awareness about how college education can benefit them
 Inability to navigate college services to get what they need
Advanced Project (AP)
The major units in the advanced project include:
A. Introduction to Sociology
B. Identifying Barriers
C. Identifying Resources
D. Sharing Resources
E. Identifying Personal Barriers
Unit
Number
AP3A
Unit Title
Outcomes
Introduction to Sociology
CS1, CS2,
CR4
AP3B
AP3C
Identifying Barriers
Identifying Resources:
Guest Speakers
R5, R2
CR4, IL2
AP3C
Identifying Resources:
Researching
R3, IL2
AP3C
Identifying Resources:
Discussion
CS3e
AP3C
Identifying Resources:
Group Presentation
CR4
Handouts/Materials
Note-Taking Organizer: Mind Map (Handout AP3A-01)
Note-Taking Organizer: T-Chart (Handout AP3A-02)
Note-Taking Organizer: Cornell Method (Handout AP3A-03)
Note-Taking Organizer: Informal Method (Handout AP3A-04)
Social Work Lecture Questions (Handout AP3A-05)
Sociology Lecture Questions (Handout AP3A-06)
Note-Taking Grade Sheet (Handout AP3A-07)
Social Work (PowerPoint Slides)
Sociology (PowerPoint Slides)
Camtasia Presentation: Social Work
Camtasia Presentation: Sociology
Case Studies (Handout AP3B-01)
Case Study Group Presentation Assignment (Handout AP3C-01)
Guest Speaker Graphic Organizer (Handout AP3C-02)
Note-Taking Grade Sheet (Handout AP3A-07)
CrisisClinic.org Graphic Organizer (Handout AP3C-03)
Keyword Search (Handout AP3C-04)
Skimming and Scanning on the Internet (Handout AP3C-05)
Resource Consensus Graphic Organizer (Handout AP3C--06)
Note-Taking Grade Sheet (Handout AP3A-07)
Group Work (PowerPoint Slides)
Case Study Group Presentation Assignment (Handout AP3C-01)
Making Oral Presentations (Handout AP3C-07)
Group Presentation Evaluation (Handout AP3C-08)
Creating PowerPoint for Oral Presentations (Handout AP3C-09)
PowerPoint Presentation) Rubric (Handout AP3C-10)
Group Presentation Peer Evaluation (Handout AP3C-11)
Group Work: Self-Evaluation (Handout AP3C-12)
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AP3D
Sharing Resources
T3, W2,
W3
AP3E
Identifying Personal
Barriers: Inventory
Identifying Personal
Barriers: Writing
CR7, CR8
AP3E
W1, W3,
W9
Camtasia Presentation: Basic PowerPoint Tutorial
Camtasia Presentation: PowerPoint Design Principles Tutorial
Resource Webpage Assignment (Handout AP3D-01)
Webpage Template
Sample Resource Webpage
Creating a Webpage with Microsoft Word (Website Resource)
Resource Webpage Grading Checklist (Handout AP3D-02)
Barriers Inventory (Handout AP3E-01)
Personal Barriers Resource Guide (Handout AP3E-02)
Writing a Problem-Solution Essay (Handout AP3E-03)
Sample Problem-Solution Essay (Handout AP3E-04)
Problem-Solution Essay Assignment Sheet (Handout AP3E-05)
Problem-Solution Essay Grading Checklist (Handout AP3E-06)
Convey Ideas in Writing (Handout AP3E-07)
Writing Process (Handout AP3E-08)
Feedback and Peer Editing (Handout AP3E-09)
Peer Feedback Form (Handout AP3E-10)
Proofreading Symbols (Handout AP3E-11)
Writing Self-Evaluation (Handout AP3E-12)
Camtasia Presentation: Using Word for Citation
Camtasia Presentation: Microsoft Word Formatting for Academic
Assignments
Camtasia Presentation: Microsoft Word Spelling and Grammar
Tutorial
Discussion Forum: Reflecting on the Research Project
Unit A: Introduction to Sociology (Top of the Document)
Sample Plan
Activity
Listening
to a
Lecture
Objective
To introduce Ss to
the historical and
cultural context of
social services in the
U.S.
Description
1. Explain to Ss that when taking a
college course, they may be asked to
read and/or respond to case studies. This
type of reading is common in fields like
psychology and sociology.
To take notes using
graphic organizers
while listening to an
academic lecture
2. To prepare Ss to listen to the Social
Work and Sociology-A Brief Introduction
Handouts/Materials
Handout AP3A-01:
Note-Taking
Organizer: Mind Map
Handout AP3A-02:
Note-Taking
Organizer: T-Chart
lectures, introduce graphic organizers
Handout AP3A-03:
as a tool for note-taking. Show Ss the
various models:
Note-Taking
Organizer: Cornell
Method


Note-Taking Organizer: Mind
Map
Note-Taking Organizer: TChart
TLC Project 2010 – Permission granted for classroom use only
Handout AP3A-04:
Note-Taking
Organizer: Informal
Method
7


Note-Taking Organizer:
Cornell Method
Note-Taking Organizer:
Informal Method
Note: In the next listening activity, we
recommend that the T choose the
model that Ss should use. The T-Chart
could be used to compare Social Work
and Sociology.
3. Listen or watch the Social Work
lecture as a class. While listening or
watching, model note-taking using an
OHP or ELMO.
Note: T can choose to give Ss a copy
of the graphic organizers or to ask Ss
to take notes in their notebooks.
Camtasia
Presentation:
Social Work
PowerPoint:
Social Work
4. Have Ss compare their notes in
partners and/or show the T’s notes to
the class.
5. Put Ss into small groups (2-3 Ss)
give them a copy of the Sociology
Lecture Questions. Explain that in a
college course that they will need to
use their notes to study for tests and
answer essay questions. Ask them to
work together to find the answers to
the questions with their notes.
Discuss the answers as a class.
NoteTaking
Practice
To increase Ss
note-taking
proficiency with an
additional lecture
1. Use the Sociology lecture for
additional note-taking practice.
Handout AP3A-05:
Social Work Lecture
Questions
Camtasia
Presentation:
Sociology
PowerPoint:
Sociology
2. Give Ss the Sociology Lecture
Questions to complete. T may want
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Handout AP3A-06:
Sociology Lecture
8
Ss to repeat the process in groups as
above or assign this as homework.
3. The Note-Taking Grade Sheet can
be used for assessment if the T wants
to grade the Ss’ notes. In addition,
the T may want to collect the
Sociology Lecture Questions for
assessment.
Questions
Handout AP3A-07:
Note-Taking Grade
Sheet
Unit B: Identifying Barriers (Top of the Document)
Sample Plan
Activity
Reading
Case
Studies
Objective
To build awareness
of the barriers Ss
face to meeting their
goals
To make inferences
during and after
reading
Description
1. Discuss making inferences while
reading with the Ss.
Handouts/Materials
Handout AP3B-01:
Case Studies
2. Divide the class into small groups (2-3
Ss). Assign each group a case study to
read and discuss.
Note: T can ask Ss to make more
inferences from the reading.
Extension Activity: T could ask Ss to write
their fictional or non-fictional case studies.
Unit C: Identifying Resources: Guest Speakers (Top of the Document)
Note: This unit includes guest speaker presentations. The T should arrange for community or campus
resources to speak to the class. Choose resources that potentially address the barriers in the case
studies: counseling services, disability services, etc.
Sample Plan
Activity
Gathering
Information
from Guest
Speakers
Objective
To take notes while
listening to guest
speakers
Description
1. Read through the Case Study Group
Presentation Assignment as a class.
Explain to Ss that they will begin gathering
information by listening to guest speakers.
TLC Project 2010 – Permission granted for classroom use only
Handouts/Materials
Handout AP3C-01:
Case Study Group
Presentation
Assignment
9
2. Either review the note-taking models
from above or provide the Guest Speaker
Graphic Organizer and remind Ss to take
notes during the guest presentations
because they may want to use these
resources as a part of their group
presentations.
3. Have guest speakers present to the
class. T may choose to collect Ss’ notes for
assessment and use the grading sheet
from above.
Handout AP3C-02:
Guest Speaker GO
Handout AP3A-07:
Note-Taking Grade
Sheet
Unit C: Identifying Resources: Research (Top of the Document)
Sample Plan
Activity
Gathering
Information
from WA
Resource
Book
Objective
To introduce Ss to
CrisisClinic.org
To indentify
resources that
address Ss barriers
To use a keyword
search in a database
Description
1. Explain to the class that they will use
the CrisisClinic.org website to find some
resources that will help the person that
they read about.
Handouts/Materials
Note: You may want to show the website
to the Ss in class or in a computer lab.
2. Give Ss the Crisis Clinic.org Graphic
Organizer. Discuss the chart as class, so Ss
know what information they need to
locate.
3. Cover the Keyword Search and
Skimming and Scanning on the Internet
handouts prior to using the website.
4. Ts can either assign the graphic
organizer as homework or give Ss lab time
to complete their research.
Handout AP3C-03:
CrisisClinic.org
Graphic Organizer
Handout AP3C-04:
Keyword Search
Handout AP3C-05:
Skimming and
Scanning on the
Internet
Unit C: Identifying Resources: Discussion
Sample Plan
Activity
Discussion of
Resources
Objective
To communicate
effectively in small
Description
Note: If T has collected notes from the
guest speakers and/or graphic
TLC Project 2010 – Permission granted for classroom use only
Handouts/Materials
10
groups in order to
build consensus
To take notes while
listening
organizers from CrisisClinic.org, make
sure those are returned prior to the
discussion activity.
1. Prior to the group discussion, present
the Group Work PowerPoint.
PowerPoint: Group
Work
2. T should ask Ss to bring their notes
from the guest speakers and their
CrisisClinic,org Graphic Organizers and
discuss the resources they found. Ss
need to discuss their presentations using
the Resource Consensus Graphic
Organizer.
Handout AP3C--06:
Resource Consensus
Graphic Organizer
Unit C: Identifying Resources: Group Presentation (Top of the Document)
Sample Plan
Activity
Objective
Description
Presentation
Planning
To plan and
organize a group
presentation
1. Review the Case Study Group
Presentation Assignment as a class.
Creating a
PowerPoint
Presentation
To create a
PowerPoint
presentation as a
group
2. Cover the Making Oral
Presentations handout with Ss while
stressing the importance of
practicing.
Handouts/Materials
Handout AP3C-01:
Case Study Group
Presentation
Assignment
Handout AP3C-07:
Making Oral
Presentations
3. Present the Group Presentation
Evaluation to show Ss how they will
be assessed.
Handout AP3C-08:
Group Presentation
Evaluation
1. Cover the Creating PowerPoint for
Oral Presentations handout, and
watch the Basic PowerPoint Tutorial.
Handout AP3C-09:
Creating PowerPoint
for Oral
Presentations
2. Give groups time in a computer
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11
lab to create their PowerPoint
presentations, so you can give
feedback.
Camtasia
Presentation: Basic
PowerPoint Tutorial
3. Present the PowerPoint
Presentation Rubric to show Ss how
their PowerPoints will be assessed.
Ts may want Ss to watch the
PowerPoint Design Principles
Tutorial.
Handout AP3C-10:
PowerPoint
Presentation: Rubric
Note: Ts may want to collect
PowerPoint rough drafts and use the
rubric to give Ss feedback before the
final presentations.
Presentations To help Ss assess
group work
contribution, oral
presentation skills,
and use of
PowerPoint
Camtasia
Presentation:
PowerPoint Design
Principles Tutorial
1. Explain the evaluation process to
Handout AP3C-11:
the class. Each S will evaluate one
Group Presentation
other group’s work. Show Ss the
Peer Evaluation
Group Presentation Peer Evaluation
form that they will use to record their
feedback.
2. Each S will use the Group Work:
Self-Evaluation handout to assess
anonymously the group process.
Handout AP3C-12:
Group Work: SelfEvaluation
3. Ss present their group
presentations in class. T can use the
Group Presentation Evaluation and
the PowerPoint Presentation: Rubric
Handout AP3C-08:
Group Presentation
Evaluation
Handout AP3C-10:
PowerPoint
Presentation: Rubric
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12
Unit D: Sharing Resources (Top of the Document)
Sample Plan
Activity
Objective
Description
Handouts/Materials
Writing a
Web
Resource
Page
To summarize a
resource in writing
for Internet
communication
1. Go over the Resource Webpage
Assignment and the Webpage
Template as a class.*
Handout AP3D-01:
Resource Webpage
Assignment
*T needs to put the due dates on the
handout.
Webpage:
Webpage Template
2. Show Ss the sample resource
webpage in class. Discuss its features
and how to use Microsoft Word to
create a webpage like this. (Refer to
the help and tips link on the
assignment sheet: Creating a
Webpage with Microsoft Word
Webpage:
Sample Resource
Webpage
Website Resource:
See link.
Note: T may want to link the sample
webpage to his or her website.
3. Discuss the Resource Webpage
Grading Template as a class so that
Ss know how they will be assessed.
Handout AP3D-02:
Resource Webpage
Grading Checklist
4. Ts can give Ss computer lab time
or assign as homework. T may want
to collect rough drafts and use the
grading checklist to give feedback
before collecting final drafts.
How to Publish Ss’ Work Online
Option 1: Copy Ss’ files to the T’s
www folder. Link files to the T’s
website from there.
Option 2: Using Angel, upload Ss’
files to the Course Files Manager.
Create a page in the Lessons tab and
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13
link Ss’ files to that page.
Option 3: Using GoogleDocs, have Ss
upload and share their documents
with the class. (Note: You’ll need to
create a class distribution list first.)
Unit E: Identifying Personal Barriers: Inventory (Top of the Document)
Sample Plan
Activity
Taking a
Personal
Barriers
Inventory
Objective
To build awareness
of Ss personal
barriers
Description
1. Ts should give Ss the Barriers
Inventory.
Handouts/Materials
Handout AP3E-01:
Barriers Inventory
2. Assign the Personal Barriers Resource
Guide.
Handout AP3E-02:
Personal Barriers
Resource Guide
Unit E: Identifying Personal Barriers: Writing (Top of the Document)
Sample Plan
Activity
Writing an
Essay
Objective
To learn how to
write a problemsolution essay that
addresses personal
barriers
Description
1. Explain to Ss that they will be writing a
problem-solution essay and cover the
Writing a Problem-Solution handout. You
will also need the Sample ProblemSolution Essay
Note: The T can use the Using Word
Citation Features Tutorial to give more
information on how to create a works
cited using Word.
2. Assign the problem-solution essay
with the Problem-Solution Essay
Assignment Sheet and show Ss the
checklist, so they know how they will be
assessed.
Handouts/Materials
Handout AP3E-03:
Writing a ProblemSolution Essay
Handout AP3E-04:
Sample ProblemSolution Essay
Camtasia
Presentation: Using
Word Citation
Features Tutorial
Handout AP3E-05:
Problem-Solution
Essay Assignment
Sheet
Handout AP3E-06:
Problem-Solution
Essay Grading
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14
Checklist
The Writing To develop
Process
awareness of the
writing process
and prepare for
revising and
editing.
1. Display the Convey Ideas in Writing
learning standard. Discuss which
steps the class has completed and
which steps are next.
Note: This is a teacher’s aid; it is not
necessary to give it to Ss as a
handout.
3. Give Ss the Writing Process
handout for their reference.
Handout AP3E-07:
Convey Ideas in
Writing
Handout AP3E-08:
Writing Process
Note: Steps 1 and 2 could be
introduced at the beginning of this
unit
Revising
and Editing
To practice
receiving and
giving feedback
and revising and
editing Ss work
1. Cover the Feedback and Peer
Editing handout as class.
2. Ask Ss to bring in their rough
drafts. Discuss how to use the Peer
Feedback Form.
Handout AP3E-09:
Feedback and Peer
Editing
Handout AP3E-10:
Peer Feedback Form
3. Instruct Ss to exchange writing,
and complete the assignment.
Note: This step could be done outside
of class or with a writing tutor.
4. Collect the Peer Feedback Forms in
order to assess informally how well Ss
are giving feedback. Also, Ts can
assess if Ss are using the feedback
they are receiving in their revisions.
5. Collect the rough drafts and use
the Proofreading Symbols to give Ss
feedback.
TLC Project 2010 – Permission granted for classroom use only
Handout AP3E-11:
Proofreading
15
Note: Ts may choose to use the Peer
Symbols
Feedback form in addition to the
Proofreading Symbols handout to give
Ss feedback on their rough drafts as
well.
6. Before returning Ss rough drafts,
cover common proofreading symbols
using the Proofreading Symbols
handout.
Note: There are a number of ways to
use this handout:
1) The T may write in the
symbols and give to Ss to
correct.
2) The T asks the Ss to write in
the symbols over the error in
the example sentence. After
they mark the error, they
correct it.
7. Ss should use all of the feedback to
rewrite and edit their final essays for
assessment. Ts can also have Ss
submit the Writing Self-Evaluation
with their final drafts.
Learning
Word
Processing
To learn common
academic
formatting
conventions in
order for Ss to type
their final
summaries
To learn common
Handout AP3E-12:
Writing SelfEvaluation
Note: The T can decide the best time
to cover the Word Processing.
Ts can use these videos to show Ss
how to turn in a typed version of their
summary and provide a link, so Ss can
watch the videos again.
The videos show how to use Word to:
TLC Project 2010 – Permission granted for classroom use only
Camtasia
Presentation:
Microsoft Word
Formatting for
Academic
Assignments
16
Word features
used in revising
and editing.
Reflecting
on Research
To evaluation and
reflect on their
research



Type your document, save,
and open it
Use proper academic format
Use spelling and grammar
check
1. Have Ss complete the discussion
forum in Angel.
Camtasia
Presentation:
Microsoft Word
Spelling and
Grammar Tutorial
Discussion Forum:
Reflecting on the
Research Project
To get feedback
from Ss
TLC Project 2010 – Permission granted for classroom use only
17