The Writing Portfolio

THE WRITING

PORTFOLIO: A strategy to learn from the process

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THE WRITING

PORTFOLIO: A strategy to learn from the process

Writing Portfolio Booklet

Pamela Saavedra Jeldres Académica Departamento de Lenguas Facultad de Ciencias Sociales y Humanidades Mónica Campos Espinoza Académica Carrera Pedagogía en Inglés Facultad de Educación

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Este material se diseñó en el marco del Proyecto de Investigación denominado: El impacto de la retroalimentación correctiva en el desarrollo de la producción escrita en inglés como idioma extranjero a través del portafolio como recurso para el seguimiento en estudiantes de primer año de la carrera de Pedagogía en Inglés de la UC Temuco.

El proyecto fue adjudicado a través del CONCURSO INTERNO INVESTIGACIÓN INTERDISCIPLINARIA EN EL DESARROLLO DEL CONOCIMIENTO PEDAGÓGICO DEL CONTENIDO (20152016) del CONVENIO DE DESEMPEÑO UCT1312

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Page

Table of Contents I. Presentation II. Theoretical Framework 2.1 Writing in English as a Foreign Language

2.1.1 Process-centered oriented 2.2. A Portfolio-Based Writing Course

2.2.1. What is a Writing Portfolio?

2.2.2. Why is the Writing Portfolio a powerful tool for our

students?

2.3. Written Corrective Feedback (WCF)

2.3.1 Types of WCF

2.3.2. Some examples from pieces of writing from students at the English Teacher Education Program 2.4. Scope of WCF

2.4.1. First year students’ scopus – focused

2.4.2. Second year student’s scopus – comprehensive 2.5. Keeping a Writing Portfolio using WCF 2.6. Reflection and metacognition

2.6.1. Levels of Reflection III. Procedure 3.1. Description of the Writing Portfolio in the English Language Teacher Program UCT 3.2. The Weekly Process of the Writing Portfolio

3.2.1. Summary of the Writing Portfolio Process

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IV. Conclusion V. Appendices 5.1 Appendix 1: Portfolio Guidelines First Year 5.2. Appendix 2: Portfolio Guidelines Second Year 5.3. Appendix 3: Self-Assessment Final Draft 5.4. Appendix 4: Analysis & Reflection Questions 5.5. Appendix 5: Self-assessment rubric at the end of term

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VI. References

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I. PRESENTATION This booklet will give you insights into the Writing Portfolio BasedClass that has been implemented in the first and second year of the English Language Teacher Education Program at Universidad Católica de Temuco, in the subjects of Competencia Lingüística Inicial I, Competencia Lingüística Inicial II, Lingüística Intermedia I and Competencia Lingüística Intermedia II. This material aims to support the development of the courses mentioned above, and as a result, it would contribute to foster the specific competence “Competencia específica comunicativa en Inglés” and to the objective 3 of each Language course related to writing production.

The booklet is part of a project that was first implemented through a research grant in the framework of Convenio de Desempeño para la Formación Inicial de Profesores de la Facultad de Educación de la Universidad.

The Writing Portfolio is a compilation of the writing work you – as a student of first and second year – will have to do throughout a semester and its aims are a twofold: 1) allow you to see your progress over time and 2) make you aware of your process as a writer in English as a foreign language. This booklet is divided into four sections 1) Theory 2) Procedure and 3) Conclusion 4) Annexes.

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II.

THEORETICAL FRAMEWORK

2.1 WRITING IN ENGLISH AS A FOREIN LANGUAGE (EFL) 2.1.1 PROCESS-CENTERED WRITING APPROACH Process approach is a different way to conceive the teaching of writing. The aim of this approach is to raise awareness of how complex writing really is. This approach requires multiple drafts, extensive feedback, peer review and delay in evaluation.

When focusing on the process, teachers pay attention to the various stages that a piece of writing goes through. A process approach aims to integrate the various skills that are required into a piece of writing when writing. (Harmer, 2001)

2.2 A PORTFOLIO-BASED WRITING COURSE A 2-hour class has been implemented with students from the first and second year of the English Teacher Education Program at Universidad Católica de Temuco, within their Competencia Lingüística Course. During these sessions, different text types and genres are developed, regarding their level.

2.2.1. WHAT IS A WRITING PORTFOLIO? According to Hamp-Lyons & Condon (2000), “A portfolio is a collection of the writer’s work over a period of time, usually a semester or a school year”.

In the case of this program, you will work with your writing portfolio for 2 years’ time.

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2.2.2. WHY IS THE WRITING PORTFOLIO A POWERFUL TOOL FOR OUR STUDENTS? The portfolio allows a visualization of the process of students throughout the learning process according to the complexity and progression of their educational performance. It also promotes collaboration among peers by delivering peer feedback and teacher support for the construction of the final product. (Barret, 2009) The opportunities for feedback are greatly expanded in teaching with portfolios.

First, there is the opportunity for several drafts of each piece of writing – the process writing approach that is so fruitful for feedback – enhanced by the possibility of revisiting and revising the piece of writing further during the semester.

(Hamp-Lyons & Condon, 2000).

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2.3. WRITTEN CORRECTIVE FEEDBACK (WCF) The issue of giving written corrective feedback to learners of foreign languages has always been an issue for language teachers.

2.3.1. TYPES OF WCF a) Direct: The teacher or peers provide the student with the correct form. This can take a number of different forms: crossing out an unnecessary word, phrase, or morpheme, inserting a missing word or morpheme, and writing the correct form above or near the erroneous form (Ferris, 2006). Figure 1 illustrates direct correction. (Taken from Ellis, 2009)

Figure 1: Direct correction

b) Indirect: The teacher or peers indicate that the student has made an error without actually correcting it. There are different ways of doing this, but in this program we use primarily three. See Table 1

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Table 1: Adapted from Ellis (2009)

Metalinguistic – Coding

Teachers write codes in the margin or above the mistake (e.g. sva=subject verb agreement; sp = spelling).

Metalinguistic – Brief grammar explanation

Teachers number errors in the text a grammatical description for each number error at the bottom or back of the text.

Highlighting or underlining

This takes the form of underlining or highlighting the language errors without indicating the nature of them.

2.3.2.

SOME EXAMPLES FROM PIECES OF WRITING FROM STUDENTS AT THE ENGLISH TEACHER EDUCATION PROGRAM

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2.4. SCOPE OF WCF

FOCUSED

a

b UNFOCUSED OR COMPREHENSIVE: Teachers decide to correct all of students’ errors.

Teachers select some common and specific error types for correction.

2.4.1. FIRST YEAR STUDENTS’ SCOPUS – FOCUSED With first year students focused written corrective feedback has been chosen.

Error types that can be treatable in the short term, it means errors in structures which are rule-bound and thus can be self-corrected by students.

(Ferris, 2003; 2006) Students just – learn the rules and apply them when writing; they can check grammar books, textbooks or dictionaries in order to correct the errors drawn by the teacher or their peers.

An analysis from a pilot project showed the most recurrent errors which students from first year tend to make. From that list, five categories of treatable errors – linguistic components

which follow prescribed rules that can be taught - (Ferris, 2003; 2006) were chosen to get intensive targeting through focused written corrective feedback. The five categories chosen were classified according to Stortch & Tapper (2000) in two categories: grammar and mechanics. The errors were spelling, missing subject, capital letter, indefinite article, and subject verb agreement.

During the second semester of first year – 3 more categories were added to the

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2.4.2. SECOND YEAR STUDENTS’ SCOPUS – COMPREHENSIVE However, for second year students all grammatical categories are considered when giving feedback. The system used is “coding”, following the categorization of the New Headway Intermediate Book. (See Table 2)

Table 2: Targeted linguistic errors

FIRST YEAR LANGUAGE USE First term 1) Capital letters 2) Indefinite article 3) Missing subject 4) Spelling 5) Subject verb-agreement

SECOND YEAR FIRST AND SECOND TERMS

Second term 1) Capital letters 2) Indefinite article 3) Missing subject 4) Spelling 5) Subject verb-agreement 6) Tense 7) Definite Article 8) Grammar

Writing Writing Portfolio Booklet

All categories language use

regarding

Organization and cohesion

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2.5. KEEPING A WRITING PORTFOLIO USING WCF By combining written corrective feedback with the strategy of keeping a writing portfolio we are focusing on the difficult process of improving at writing in English as a foreign language; monitoring students’ improvement and giving them the tools to be in charge of their own learning process.

The portfolio allows a visualization of the process of students throughout the learning process according to the complexity and progression of their performance.

(Barret, 2009). It enables the writer to display a range of writing performances, in different genres and for different audiences and purposes and one of the important characteristic of this assessment tool is to delay evaluation, giving students both the opportunity and the motivation to revise written products before a final evaluation is given. (Hamp-Lyons & Condon, 2000)

2.6. REFLECTION AND METACOGNITION A regular practice of reflection can encourage students to renew their commitment to their own process of learning. At the same time, it turns to learners as owners of the process of reflection on learning in order to identify, assess, and plan next directions (Huber & Hutchings, 2004 as cited in Zubizarreta, 2009).

“The portfolio gave me more trust about my writing skills.

It`s an amazing way to improve and learn vocabulary, also to recognize your own mistakes”

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2.6.1. LEVELS OF REFLECTION: Three levels of critical reflection (MacIsaac and Jackson, 1994) (See Table 3) Table 3. Levels of critical reflection by MacIsaac and Jackson (1994) (cited in Zubizarreta, 2009).

LEVEL OF REFLECTION

First Level

Second Level

Third Level

DESCRIPTION The most elementary reflections include simple labels, descriptions, and so forth.

Learners simply remember the what, when, and how.

Learners move beyond the remembering stage and demonstrate how someone analizes, interrrelates, and synthesizes materials. At this level the reflection is on the meaning the work has.

Highest level of reflection, the learner not only remembers and reflects on the meaning of the materilas and experiences but also discusses the next steps in the process of learning.

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2.6.1.2 SOME EXAMPLES FROM REFLECTIONS FROM STUDENTS AT THE ENGLISH TEACHER EDUCATION PROGRAM

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III. PROCEDURE 3.1.

DESCRIPTION OF THE WRITING-PORTFOLIO

The writing portfolio at this program is carried out in four courses: 1) Competencia Lingüística Inicial I, 2) Competencia Lingüística Inicial II, 3) Competencia Lingüística Intermedia I y 4) Competencia Lingüística Intermedia II. The Writing Portfolio is a physical folder that contains all the writing tasks students do in class, including the first drafts and improved versions. The aim of this methodology is that students can have a visualization of their process throughout the learning process according to the complexity and progression of their performance (Barret, 2009).

Specific Guidelines are presented so you can organize your Writing Portfolio along each academic term. (See Appendix 5.1 & 5.2)

THE WRITING PORTFOLIO IS MADE UP OF THE FOLLOWING ELEMENTS: 1) Writing Texts: All of the written work done in class during the term. You need to include all the versions of each writing text – most of the times you have three drafts.

After you write the final draft of each writing text, you need to complete the self-assessment sheet (See Appendix 5.3).

This makes up for 50% of your final mark of your Portfolio.

2) Format: a) You need to write an introduction and a list of contents. b) You need to separate each entry (writing text) using a divider or a bookmark. c) You need to write a page number.

This makes up for 10% of your final mark of your Portfolio.

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3) Analysis and Reflection

4) Self-Assessment

(See Appendix 5.4)

(See appendix 5.5)

At the end of each term, you need to analyze your writing performance, your improvement and your attitude throughout the writing class. Some specific questions will be given to you to guide your reflection. In order to carry out this activity it is mandatory to look back at all your writings and see what your process has been like.

At the end of the term, you need to evaluate your writing skills process regarding language development, vocabulary usage, time organization, among other specific critera.

This makes up for 10% final mark of your Portfolio.

This makes up for 30% final mark of your Portfolio.

3.2. THE WEEKLY PROCESS OF THE WRITING PORTFOLIO The writing portfolio-based writing course is structured on week basis. The planning is very tight so you should not miss any writing class to be left behind. Besides, it is considered an evaluation instance, so you need to justify your absences.

The process is made up of the following steps:

1

STEP

A genre is presented and a sample is analyzed.

For example, a formal letter of application. It is explained when and how to use it – what the purpose of the letter is and what the target audience is (who you are writing to).

Then, you will know the layout of this specific type of letter and one sample is analyzed.

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2

STEP

A writing task is assigned and a time-limit and word number are set.

After you have seen a model and analyzed the different components of a specific text, you will be assigned a task.

Since you are preparing yourself for Standardized tests, it is important to be aware you need to write within a certain number of words and in a specified time.

Pre-writing activities such as outlining or brainstorming.

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STEP

Before you start writing you need to put your ideas together.

This process is as important as the writing itself. In this stage you organize your ideas logically and decide which ideas to include and which ideas are not necessary or redundant in the text.

You can do an outline, which is the skeleton of the text, a concept map or a diagram.

The teacher checks the outline and approves you start writing your first draft.

Writing First Draft

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STEP

Following the outline, you will write the first draft of your text.

Peer Feedback

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STEP (not always)

After you have written your first draft, you will be asked to share it with a classmate to get peer feedback, both on organization and language.

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Teacher’s feedback on organization

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STEP

The teacher will retrieve your writing and will give feedback to your text only on organization.

You will receive your text the following class (7 days later).

Writing Second Draft

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STEP

After you have received your text with your teacher’s feedback on organization you need to write the second draft. Be aware you have a second chance to check your grammar.

The teacher retrieves the text at the end of the class.

Additionally, sometimes peer feedback is used at this stage as well.

Teacher’s feedback on language usage

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STEP

The following class (7 days later), your teacher will bring your text with feedback on language usage. The feedback will be focused or comprehensive depending on the course you are (See point 2.4. Scopus of Written Corrective Feedback).

Final Draft

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STEP

You have to read your text carefully and try to correct your mistakes. Your teacher can help you but will not give you the answer.

Besides, you are encouraged to use dictionaries, grammar books and your text book to edit your text and write your final draft.

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Self-assessment final draft

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You will provide an analysis of your final draft of each writing text by completing a chart for self-assessment (See Appendix 5.3).

THESE 10 STEPS ARE REPEATED THREE OR FOUR TIMES, DEPENDING ON THE AMOUNT OF WRITING TEXTS INCLUDED IN THE TERM

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10 STEP

Final Analysis and Reflection

11 STEP

At the end of the term, you will write a final overall reflection of the process as a writer you have gone through.

You will be guided by specific questions which will be different each term. (See Appendix 5.4).

Final Self-Assessment

12 STEP

At the end of the term and following specific criteria, you will evaluate your writing skills, grammar, vocabulary, etc. (See Appendix 5.5).

Collection and Submission

13 STEP

Following the General Portfolio Guidelines (See Appendixes 5.1 & 5.2) you will collect all the writing texts for the term and will organize them in your Writing Portfolio

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3.2.1. FIGURE 1: SUMMARY OF THE WRITING PORTFOLIO PROCESS

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IV. CONCLUSION Results of studies indicate that using portfolios in writing can definitely contribute towards the development of writing skills (Aydin, 2010).

Some qualitative data collected as part of the project that was first implemented in first year and then extended into second year, state that students consider this assessment procedure as a valuable tool for two purposes mainly: 1) to develop their writing skills and 2) to increas their confidence as writers of EFL. Since portfolio constitutes authentic assessment, it can provide a greater depth of your writing process and improvement until you get to a final draft at your own pace.

Additionally, it is expected from you to consider this process as a real contribution not only to develop your writing skills but also to learn how you see yourself as an independent writer in English as a Foreign Language (EFL).

Finally, this tool aims to promote reflection through analysis of your performance at the different stages of the process.

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V.

APPENDICES

5.1. WRITING PORTFOLIO GUIDELINES

FIRST YEAR PROCESS (50%) It’s the compilation of written work you have done in the course Competencia Lingüística Inicial I & II. Each piece of writing will be referred to as an ‘entry’.

First Draft

The first piece of writing referring to a specific topic.

Improved version

The improved version has been edited regarding your teachers’ comments. These writings need your teacher’s signature and date.

PRODUCT (50%) Table of Contents

Include all the products with numbered pages Each writing must be separated by a divider or bookmark.

Introduction

You need to introduce your work: describe what it consists of, what the purpose is, etc.

Analysis & Reflection

You need to reflect on the whole process of the Writing Portfolio and answer the following questions. In order to do this you need to look back at all your writings: first, second and final drafts, and check your progress over time. You are supposed to give examples and refer to different entries (writing texts).

• What is the advantage of submitting a draft and then 2 corrected versions?

• What have you learnt? Give examples taken from your own writings. Refer to register, mechanics, spelling, layout, and other aspects.

• What are your biggest problems or weaknesses when you write in English?

• What is your plan of action for the following term in order to improve these problems?

• What is your opinion of the Portfolio Methodology?

Self-assessment

Evaluate your own work following specific criteria.

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10%

30%

10%

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5.2. WRITING PORTFOLIO GUIDELINES

SECOND YEAR PROCESS (50%)

It’s the compilation of written work you have done in the course Competencia Lingüística Intermedia I

First Draft

The first piece of writing referring to a specific topic.

Improved version

The improved version has been edited regarding your classmates or teachers´ comments. These writings need your teacher’s signature and date.

PRODUCT (50%) Table of Contents

Include all the products with numbered pages Each writing must be separated by a divider or bookmark.

Introduction

Analysis & Reflection

You need to introduce your work: describe what it consists of, what the purpose is, etc.

In order to write your reflection, you need to look back at all your writings: first and improved versions, and check your progress over time. You are supposed to give examples and refer to different entries (writing texts).

Consider the following questions: •Do you think this type of work is a contribution to academic success in general? Support with specific examples from your work.

•Do you think this type of methodology can be implemented in other courses of the program?

•Do you think this type of work/methodology/ evaluation is coherent with an English Teacher Education Program?

• How do you evaluate Portfolio Evaluation? Give reasons for your answer.

Self-assessment

10%

Evaluate your own work following specific criteria.

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30%

10%

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5.3. SELF –ASSESSMENT FINAL DRAFT Students complete this chart after they have written the last version of a writing text.

This chart will help you identify what are some of your recurrent errors and attitudes towards writing production.

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5.4. REFLECTION QUESTIONS BANK LOWER LEVELS (FIRST YEAR) What are your biggest problems or weaknesses when you write in English?

What aspects do you need to consider in order to obtain a good result?

What is the advantage of submitting a draft and then submitting a corrected version?

What is the role of the teacher in the course?

What is your opinion of the Portfolio Methodology?

What is the role of the teacher in this methodology?

What is the role of the students in this methodology?

How do you evaluate the course?

Apart from writing have you improved other skills as a consequence of this work?

Is this type of work/methodology useful in other courses?

What have you learnt? Give examples taken from your own writings.

Refer to register, mechanics, spelling, layout, and other aspects.

HIGHER LEVELS (SECOND YEAR) Do you think this type of methodology can be implemented in other courses of the program? Why? What is the biggest impact of this methodology on your own performance?

What is the relationship between this type of methodology and the National Teaching Standards?

Do you think this type of methodology can be implemented in the EFL classroom at school?

Do you think this type of work is a contribution to academic success in general?

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How do you evaluate the type of feedback that you have received?

Do you think this type of work/methodology/evaluation is coherent with a Teaching Program?

What suggestions would you make to improve this methodology?

5.5. SELF-ASSESSMENT AT THE END OF THE PROCESS

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VI. REFERENCES Aydin, S. (2010). EFL writers’ perceptions of portfolio keeping.

Assessing Writing, 15: 194-203. July 2016 http://www.elsevier.com Barret, H. (2000). Create your own Electronic Portfolio. Learning & Leding with Technology, 27, 7, 14-21.

Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 62(2). ; doi:10.1093/elt/ccn023 Ferris, D. (2006). Does error feedback help student writers? New evidence on short-and-long-term effects of written error

correction in. Hyland, K. and Hyland, F. (eds.).Feedback in Second Language Writing. Contexts and Issues. Cambridge: Cambridge University Press.

Ferris, D. (2003). Response to student writing: implications for second language students: Routledge.

Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory and research. Cresskill, NJ: Hampton Press.

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman.

Hyland, K. and Hyland, F. (2006). Feedback in Second Language

Writing. Contexts and Issues. Cambridge: Cambridge University Press.

Storch, N., & Tapper, J. (2000). The focus of teacher and student concerns in discipline-specific writing by university students.

Higher Education Research & Development, 19(3), 337–355. doi:10.1080/758484345.

Zubizarreta, J. (2009). The learning portfolio: Reflective practice for improving student learning. San Francisco: Jossey Bass.

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