Workplace Writing II: Writing at Work.

Autor/in	Diller, Janelle
Institution	Colorado State Community Coll. and Occupational Education System, Denver.; Pikes Peak Community Coll., Colorado Springs.
Titel	Workplace Writing II: Writing at Work.
Quelle	(1994), (83 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Audience Awareness; Behavioral Objectives; Brainstorming; Community Colleges; Functional Literacy; Grammar; High School Equivalency Programs; Learning Activities; Learning Modules; Literacy Education; Paragraphs; Process Approach (Writing); Punctuation; Revision (Written Composition); Self Evaluation (Individuals); Sentences; Spelling; Two Year Colleges; Word Lists; Workplace Literacy; Writing (Composition); Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Community college; Community College; Funktionale Kompetenz; Grammatik; Lernaktivität; Learning module; Lernmodul; Prozessorientiertes Schreiben; Interpunktion; Korrektur; Sentence analysis; Satzanalyse; Schreibweise; Wortliste; Schreibübung; Writing skill; Schreibfertigkeit
Abstract	This curriculum module contains lesson plans and application activities that were developed for the second of two companion courses to help adult students build writing skills by emphasizing writing as a process involving generating ideas through revising, editing, and self-critiquing and by teaching basic grammar, punctuation, and spelling strategies in the context of actual usage in the workplace. The module consists of six sections that build on the writing skills taught in the first course and apply them to a specific workplace document (a self-evaluation). The module is divided into separate sections for each of the course's six sessions. The session topics are as follows: clarifying the purpose of the evaluation and writing for a specific audience; using a variety of brainstorming ideas to generate ideas for a self-evaluation; using correct grammar, punctuation, and mechanics to produce sentences; and practicing critiquing one's own writing and the writing of others. Each section contains the following: module rationale, learning intentions, course outline, student evaluation sheets/log, transparency masters, curriculum notes, course outline, and student handouts (including word lists, information sheets, writing samples). Appended is additional information about the elements of sentence structure. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01