Scribd
Upload
6 views

Language Curriculum Design

Uploaded by

Dorsa Sherkatmoghadam
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
6 views

Language Curriculum Design

Uploaded by

Dorsa Sherkatmoghadam
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 5

NAME:DORSA SHERKAT MOGHADAM

TASK:1
PAGE 33-34

Task 1: Needs Analysis for a Writing Course

(a) Information Needed:

• Necessities: These include the students’ current


understanding of academic writing conventions, their ability to structure
written assignments, and overall fluency in formal English.
• Lacks: Areas where students have difficulty, such as
developing clear and organized arguments, managing coherence, and
applying proper grammatical structures.
• Wants: The students’ personal objectives, such as
improving creativity in their writing or mastering specific academic
genres like essays, reports, and literature reviews.

(b) Sources of Information

To gather this information, I will:

• Survey both students and instructors to capture insights


about learners’ current writing practices and the challenges they face.
• Analyze past writing assignments and tests to assess
students’ abilities and pinpoint common mistakes.
• Review existing course materials and syllabi to identify
areas that may require improvement or further emphasis.
(c) Methods of Gathering Information
Three methods will be utilized to collect the necessary data for the
course:

1. Surveys: I will design a questionnaire that includes


multiple-choice and short-answer questions to gather self-reported data
on students’ writing experiences and goals.
2. Interviews: I will conduct semi-structured interviews with
both students and teachers, allowing them to elaborate on the challenges
they observe and the areas they wish to focus on.
3. Writing Assessment: A sample academic essay will be
used as a diagnostic tool to evaluate students’ current writing skills,
focusing on structure, coherence, and grammatical accuracy.

(d) Sample Procedures for Data Collection

1. Survey: The survey will include questions related to the


learners’ confidence in their writing abilities, their most challenging
aspects of writing, and what they hope to achieve through the course.
2. Interview: I will conduct structured interviews with both
students and instructors, asking open-ended questions to gain a detailed
understanding of their perspectives on the current state of writing
instruction.
3. Writing Assessment: I will organize a 500-word essay
task that will be assessed based on argument clarity, grammar usage, and
the ability to form a cohesive argument.

Findings
1. Students often struggle with organizing their ideas
coherently, leading to disjointed writing that lacks flow.
2. Common grammatical errors, particularly in the use of
complex sentence structures, frequently disrupt clarity in students’
writing.
3. There is a strong desire among students to enhance their
academic vocabulary and improve their proficiency in formal writing,
particularly in handling longer, more complex tasks.

Three Principles for Effective Writing Learning


1. Writing as an Iterative Process: It is important to
emphasize writing as a process, encouraging students to draft, receive
feedback, revise, and improve their work over time.
2. Genre-Specific Writing: The course should focus on
familiarizing students with different genres of academic writing,
ensuring they can meet the expectations for essays, reports, and research
papers.
3. Autonomous Learning: Encouraging self-assessment and
reflection will empower students to become independent writers, better
able to critically evaluate their own progress and areas for improvement.

General Goal of the Course

The main goal of this writing course is to equip students with the
necessary skills to produce well-structured, grammatically sound, and
cohesive academic writing. The course will prepare students to meet
university-level expectations across various writing genres and improve
their overall academic performance.
Activities for the Course

1. Peer Review Sessions: Students will engage in regular


peer feedback activities, where they will review each other’s work,
provide constructive criticism, and refine their editing skills.
2. Grammar Workshops: Focused lessons on common
grammatical issues found in student writing, addressing frequent errors
and improving clarity.
3. Writing Portfolios: Students will maintain a portfolio of
their writing, tracking their progress from drafts to final submissions,
with reflections on their improvements.

Integration of Activities

One key activity that will be integrated into the course is Peer Review.
This will take place after each writing assignment, allowing students to
critique each other’s work. This activity not only enhances critical
thinking and editing skills but also fosters collaboration and encourages
a deeper understanding of good writing practices by examining peers’
work.

Critical Review of the Needs Analysis

To ensure the course accurately addresses the identified needs, I will


review the needs analysis critically. This will involve cross-referencing
student feedback with institutional requirements to avoid bias and ensure
the course remains balanced between learner interests and academic
expectations. This approach will create a curriculum that is both student-
centered and aligned with university standards.

You might also like