The aim of the course is to acquaint future teachers of English with the core elements of English language writing and composition theory, and to prepare them to confront the challenges facing foreign language learners in the English language classroom. As learning outcomes, students will be able to analyze English writing, have a mastery of the key pedagogical theories of English writing, and apply these to classroom activity as English language teachers.
The course will bring together topical research and practical strategies to equip future teachers with both the foundations and tools to carry out writing effectively in the foreign language classroom. After considering the challenges facing foreign language learners of English, the course will proceed with attention to crucial characteristics of English writing and the dominant pedagogies of process writing and genre-based writing instruction. The final weeks will focus on giving feedback and the effective inclusion of writing in the foreign language classroom. The course is designed as preparation for all future teachers of English language or those interested in writing research and composition theory.
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
Cílem kurzu je seznámit budoucí učitele angličtiny se základními prvky vyučování psaní a teorie kompozice a připravit je na výuku psaní ve středoškolské výuce angličtiny. Studenti získají schopnost analyzovat písemný projev studentů angličtiny, ovládnou klíčové teorie soustředící se na výuku psaní a naučí se je aplikovat na výuku a plánování vyučovacích aktivit. Kurz spojuje výsledky soudobého výzkumu s praktickými strategiemi a vybavuje budoucí učitele nástroji pro efektivní výuku této řečové dovednosti. Kurz vychází ze zhodnocení obtíží a překážek při výuce psaní, zaměří se na popis klíčových charakteristik písemného projevu z pohledu žáka a potřeb žánrově orientované výuky. Studenti se dále naučí podávat zpětnou vazbu a efektivně začleňovat psaní do pravidelné výuky. Kurz je určen budoucím angličtinářům i všem, kdo se zajímají o výzkum psaní a teorie kompozice.
Course completion requirements -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
All of the credit requirements must be fulfilled by the end of the exam period in the academic year in which the student enrolled for the subject.
Assessment Breakdown
10% attendance
10% participation
30% presentation of a research study during one class session
50% exam: outline a lesson plan of one aspect of the writing process, respond to a sample of writing with written feedback
**This could be in an exam period or done as a take home exam and handed in on a specific date**
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
Všechny požadavky pro zápočet je nutné splnit do konce zkouškového období akademického roku, ve kterém si student předmět zapsal.
Literature -
Last update: PhDr. Tomáš Gráf, Ph.D. (06.09.2019)
Byrnes, H., & Manchón, R. M. (2014). Task-based language learning – insights from and for L2 writing. Amsterdam: John Benjamins Publishing Company.
Casanave, C.P. (2004). Controversies in Second Language Writing: Dilemmas and decisions in research and instruction. USA: The University of Michigan Press.
Ferris, D.R. (2003). Response to student writing : implications for second language students. Mahwah, NJ, USA: Lawrence Erlbaum Associates Publishers.
Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Abingdon, England: Routledge.
Hyland, K. (2003). Second Language Writing. Cambridge, England: Cambridge University Press.
Manchón, R. (2009). Writing in foreign language contexts: Learning, teaching, and research. Bristol, England: Multilingual Matters.
Smith, F. (1982). Writing and the writer. London, England: Heinemann Educational.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge, England: Cambridge University Press.
Last update: Bc. et Bc. Andrea Mudrová (24.10.2019)
Byrnes, H., & Manchón, R. M. (2014). Task-based language learning – insights from and for L2 writing. Amsterdam: John Benjamins Publishing Company.
Casanave, C.P. (2004). Controversies in Second Language Writing: Dilemmas and decisions in research and instruction. USA: The University of Michigan Press.
Ferris, D.R. (2003). Response to student writing : implications for second language students. Mahwah, NJ, USA: Lawrence Erlbaum Associates Publishers.
Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Abingdon, England: Routledge.
Hyland, K. (2003). Second Language Writing. Cambridge, England: Cambridge University Press.
Manchón, R. (2009). Writing in foreign language contexts: Learning, teaching, and research. Bristol, England: Multilingual Matters.
Smith, F. (1982). Writing and the writer. London, England: Heinemann Educational.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge, England: Cambridge University Press.
Requirements to the exam -
Last update: PhDr. Tomáš Gráf, Ph.D. (28.10.2019)
The credit will be awarded for:
– regular attendance (maximum of 2 unexcused absences)
