1. Transition from journal writing to academic writing: How to guide students through materials Neslihan Demirdirek Sabanci University, Turkey

2. Presentation Outline Sabancı University in Istanbul and the context of teaching Importance of writing Writing Materials The importance of Feedback Learner Voices

3. SABANCI UNIVERSITY,ISTANBUL

4. The Context of Teaching Pre-faculty course Content-based instruction 4 main levels Route 1:elementary Route 2:Pre-intermediate Route 3:Intermediate Route 4:Upper intermediate

5. Coursebooks

6. ROUTE 1 Elementary level 8 weeks: Language Leader 8 weeks: BtheB Basic Level Writing objectives Learning Portfolio

8. Journal writing

9. Short Answer Writing

11. What to write? How to write?

12. Language Leader Coursebook Descriptions of 6 different cities Reading comprehension exercises Analysis work (Grammar + Vocabulary + organisation)

13. Guided Writing Practice

15. Reading texts: Describing people

16. Guided writing Describe your best friend: 1.What is his/her name? 2.How old is he/she? 3.What is his/her job? 4.Describe his/her personality (Use adjectives in TLP) 5.What does he/she like doing? 6.What do you do together?

17. Free writing: Describing people Describe the girl in the picture: Give her a name. How old is she? Give some information about her family. What is her job? Describe her personality. Add any other details.

18. Writing a short biography

19. Extra materials to support writing biographies 1.Important Women in History http://bit.ly/Hz8NUPhttp://bit.ly/Hz8NUP 2. Ordering sentences

20. Main Principles Raising awareness about different types of writing Analysing sentences for grammar and vocabulary Analysing texts for organisation Providing model answers Providing more practice opportunities Giving feedback in different forms

21. How do students feel?

22. Short Answer Rhetorical Patterns Defining and explaining terms (C-C-C pattern) Giving a description of objects, people, places and situations Making comparisons and contrasts between objects, people and places Describing a historical process

24. Comparison Task

25. Writing Short Answers

29. Recognition Practice

35. How useful is teacher feedback?

36. Production Practice & Feedback Short Answer writing tips http://screencast.com/t/P6zep916w http://screencast.com/t/P6zep916w Individual written feedback Collated written feedback

37. Strengths: Starting with the positive

38. Production Practice & Feedback One-to-one Tutorials Feedback using technology (JING) http://screencast.com/t/5cp66JQux http://screencast.com/t/i4uUxuKNik

39. Feedback from Learners: Difficulties at the beginning I couldn’t write because I didn’t have any ideas. I couldn’t write because I didn’t know how to make sentences. When I write sentences, they were all separate sentences. I didn’t know how to link them. I made a lot of grammar mistakes. I didn’t know which word to use.

40. Feedback from Learners: Difficulties in the second half I can’t add my own ideas, everything should come from the book. I write long introductions but there is a word limit. I can’t use TLP words. I add many irrelevant ideas. I can’t use ‘I’ ‘we’, etc. I sometimes misunderstand the question and I can’t understand the reading text well.

41. Feedback from Learners: What I found useful I found comparing journal and short answer writing useful. I found Jing feedback useful. I found getting feedback from my teacher useful because it helped me get ready for the exam. I found collated feedback useful because I learned a lot from my friends’ mistakes.

42. Feedback from Learners: What I found useful I found taking notes and making a plan helpful. I found guided writing exercises useful because I didn’t know how to start or continue to write. I found working on linkers and reference words useful.

43. Neslihan Demirdirek ndemirdirek@sabanciuniv.edu ndemirdirek@sabanciuniv.edu