In the Elementary level, instruction focuses on developing adequate English proficiency to allow students to perform academic tasks in the future. Using appropriate and accurate grammar is viewed as a prerequisite to being able to complete these tasks. CELCIS believes that grammar cannot be successful internalized by learning only the grammar rules in isolation. For this reason, grammar at the Elementary level is combined with instruction in writing. This allows students many opportunities to apply the grammatical structures that they are learning in writing tasks. The ability to use grammatical structures to complete communicative tasks is the ultimate goal of the Elementary Writing & Grammar class.

Instructors take into account that students have different strategies for learning grammar (some learn inductively, while others want explicit instructions in rules; some prefer visual explanations and charts, while others learn without exposure to formal explanations). Instruction in Elementary Writing & Grammar uses a combination of these teaching methods.

The writing component of this class emphasizes development of fluency and comfort level in expressing ones ideas in written English. In addition, students are introduced to and also practice composing skills, writing mechanics, and self-editing skills.

PROCESSES

APPLICATION & TASKS

Develop fluency in writing

• express ideas in written English (journal/creative writing, collaborative writing)
• increase quantity of writing and comfort in expressing ideas in English
• write for a variety of purposes and audiences

Learn basic English grammar

• use standard word order
• write complete sentences
• practice grammatical structures appropriate for Elementary level

Learn composing skills

• gather ideas (freewriting, talking to others, etc.)
• develop a plan for writing (outline, concept map, etc.)
• write a first draft
• edit for simple spelling and grammar errors
• write a final draft with revisions
• use a word-processing program

Learn conventional writing mechanics

• learn basic spelling patterns and learn to use spell-checker in word-processing programs
• learn capitalization rules
• learn basic punctuation rules
• learn common spacing and formatting rules (e.g. indenting)

Self-edit for grammatical accuracy in speaking and writing

• recognize inaccurate grammar
• practice producing grammatically accurate utterances (in controlled exercises, freewriting, conversation, written communication)
• demonstrate improved grammatical accuracy over time

PROCESS-ORIENTED(Learner-centered)

To diagnose student strengths and weaknesses, modify appropriate instruction and guide students toward course outcomes

PRODUCT-ORIENTED(Criterion-centered)

To determine whether (and to what extent) students have learned specific skills; this evaluation focuses on outcomes

Develop fluency in speaking

• Develop fluency in writing
• Learn basic English grammar
• Learn composing skills
• Learn conventional writing mechanics
• Self-edit for grammatical accuracy in speaking and writing

Use of ongoing assessment tools that are student-centered and student or instructor reflective:

• Student self-evaluation (questionnaires, guided questions)
• Writing journals (dialogue, topic, reaction)
• Self-editing of writing
• Checklists/anecdotal information (instructor observation)
• One-on-one interaction with instructor

Use of assessment tools that are based on the performance of the student:

• Objective grammar tests
• Analysis of writing and speech samples (over a period of time)
• Graded paragraphs and essays