8. Sensitively apply methods of responding to and correcting your students' writing. Because writing, unlike speaking, often includes an extensive planning stage, error treatment can begin* in the drafting and revising stages, during which time it is more appropriate to consider errors among several features of the whole process of responding to student writing. As a student receives responses to written work, errors—just one of several possible things to respond to—are rarely changed outright by the instructor; rather, they are treated through selfcorrection, peer-correction, and instructor-initiated comments.
9. Clearly instruct students on the rhetorical, formal, conventions of writing. Each type of writing has its formal properties. Don't just assume that students will pick these up by absorption. Make them explicit. A reading approach to writing is very helpful here. For academic writing, for example, some of the features of English rhetorical discourse that writers use to explain, propose solutions, debate, and argue are as follows:
• a clear statement of the thesis or topic or purpose
• use of main ideas to develop or clarify the thesis
• use of supporting ideas
• supporting by "telling:" describing
• supporting by "showing:" giving evidence, facts, statistics, etc.
• supporting by linking cause and effect
• supporting by using comparison and/or contrast
10. Make your final evaluation of student writing consistent with your overall approach.
LECTURE 14. LESSON PLANNING Plan: 1. Format of a Lesson Plan 2. Guidelines for Lesson Planning 3. Sample Lesson plan How to Plan a Lesson Format of a Lesson Plan The essential elements of a lesson plan should be.
1. Goal(s) You should be able to identify an overall purpose or goal that you will attempt to accomplish by the end of the class period. This goal may be quite generalized, but it serves as a unifying theme for you. Thus, in the sample lesson plan, "'understanding telephone conversations" generally identifies the lesson topic.
