COD 2023 - D824

Webinar - Writing Skills for Essay Questions. The importance of Metacognitive and Metalinguistic Reflection (IGCSE/AS Literature)

AS Language and Literature teachers, IGCSE Literature teachers, secondary school teachers interested in helping students improve their writing, especially, of answers to essay questions

1 sessions, start: 29-Mar

Course detail

Year: 2023
Level: Distance
Language: English
Status: Ended
Lugar: Distance
Facilitator/s: Cecilia Lasa MA
Print course
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Sessions

Sessions Dates Start Finish
1 29 March 2023 05:30 pm 07:00 pm

Facilitator/s

Cecilia Lasa

Cecilia Lasa is a Teacher of English (IESLV “Juan R. Fernández”) and a Teacher of Literature (Facultad de Filosofía y Letras, UBA). She holds a Master's Degree in Literatures in Foreign Languages and in Comparative Literatures (UBA) and a Higher Diploma in Research in Humanities (UBA). She has done a Specialisation in Reading, Writing and Education (FLACSO) and in Writing and Literature (Ministerio de Educación). She has worked as a teacher of Literature and of academic reading and writing in Teacher Training Colleges in Ciudad Autónoma de Buenos Aires and in Universidad Nacional de Avellaneda. She is currently working as a teacher and researcher in English Literature and American Literature (FFyL, UBA) and conducting her Ph. D research at Instituto de Filología “Amado Alonso” (UBA-CONICET). She is the author of Academic Writing and has edited and co-authored Literatura y formación docente. Proyectos de lectura y de escritura.
AS Language and Literature teachers, IGCSE Literature teachers, secondary school teachers interested in helping students improve their writing, especially, of answers to essay questions
- To promote a genre-based approach to teach students to write answers to essay questions.
- To offer teachers resources, strategies and possible activities specific to essay questions.
- To discuss different dynamics (individual, in pairs, in groups, whole-class) through which to tackle essay questions in the classroom.
- To think of the relation between different writing objectives and activities specific to essay questions.
- To foster metacognitive and metalinguistic reflection through writing activities when dealing with essay questions.
- The importance of metacognitive and metalinguistic reflection in writing activities for essay questions.
- The essay question as a sub-genre: constructing an audience and thinking of writing purposes.
- The importance of specific language in the answers to essay questions: words, expressions and phraseology to use and to avoid.
- The construction of cohesive and solid argumentative answers to essay questions through different dynamics (individually, in pairs, in groups, whole-class).
- The relation between writing objectives and activities specific to essay questions.
1) Discussion of frequent problems related to teaching to write answers to essay questions 2) Exploration of specific features of the sub-genre and possible activities to teach them 3) Guided group reflection on answers provided by the participants on possible activities, resources and strategies.

This webinar is part of the series “Metacognitive Tools for Writing”, which tackles history plays, tragedies and comedies. Although each webinar is independent from the others, each of them deals with genre-specific aspects of analysis.
The other two webinars are:
- IGCSE/AS Literature. Writing Answers to Literature-Related Questions. Metacognitive and Metalinguistic Reflection in Writing Activities
- IGCSE/AS Literature: Writing Skills for Passage-Based Questions. The Importance of metacognitive and metalinguistic reflection
- IGCSE/AS Literature: Writing Skills for Unseen Texts. The Importance of Metacogntive and Metalinguistic Reflection
Cambridge International Examinations. Learner Guide IGCSE® Literature in English. Cambridge: Cambridge University Press, 2018.
Russell, Carey. Cambridge IGCSE® and O Level Literature in English. Cambridge: Cambridge University Press, 2018.
Whitthome, Elizabeth. AS & A Level Literature in English. Cambridge: Cambridge University Press, 2018.
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