COD 2022 - D669

Webinar - IGCSE/AS Literature: A Writing Toolkit to Guide Students’ Answers to Literature-Related Questions

AS Language and Literature teachers, IGCSE Literature teachers, secondary school teachers interested in helping students improve their writing

1 sesiones, inicia: 02-Mar

Ficha del curso

Ciclo: 2022
Nivel: A Distancia
Idioma: Inglés
Estado: Terminado
Lugar: A Distancia
Capacitador/es: Cecilia Lasa MA
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Colegios Afiliados
No arancelado
Centros de Examen
ARS 2200.00
No afiliados
ARS 2200.00

Sesiones


Sesiones Fechas Inicia Termina
1 02 Marzo 2022 05:30 pm 07:00 pm

Capacitador/es

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
- To promote a genre-based approach to teach students to write literature-related answers required by international exams.
- To offer teachers resources, strategies and possible activities to help students write different types of literature-related answers (essay questions, passage-based questions of seen and unseen literary texts, among others).
- To discuss different dynamics (individual, in pairs, in groups, whole-class) to carry out different writing activities.
- To think of the relation between different writing objectives and activities.
- To share examples of rubrics that bridge the gap between external assessment criteria and self-assessment.
- The international exam paper as a genre: constructing an audience and thinking of writing purposes.
- The importance of specific language in argumentative writing: words, expressions and phraseology to use and to avoid.
- The construction of cohesive and solid argumentative texts through different dynamics (individually, in pairs, in groups, whole-class).
- The relevance of (self-)assessment criteria.
- The relation between writing objectives and activities.
1) Discussion of frequent problems related to teaching to write literature-related answers required by international exams 2) Exploration of specific features in the different types of answers, similarities and differences 3) Guided group reflection on answers provided by the participants on possible activities, resources and strategies
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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