The purpose of this book is to bridge an important gap that exists in teacher training today; the teaching of the second language and its gram-mai ical and lexical features that are essential for any L2 writing teacher and student writer to know. | 58 CHAPTERS Appendix to Chapter 3 The samples of course outlines and weekly plans and daily lesson plans presented here are only examples based on realistic instructional goals. SAMPLE CURRICULUM GUIDELINES FOR A PRE-ACADEMIC WRITING COURSE Course Goals To prepare for the demands of academic writing tasks on the students language skills the course is designed to accomplish several main language-building and writing objectives. The development of increased academic lexical repertoire grammatical accuracy in sentence- and phrase-structure use and fluency with written and formal academic discourse organization are imperative for pre-academic learners at the high-intermediate and advanced proficiency levels. Language Work Ongoing expanding learners academic vocabulary range at the rate of at least 10 to 15 chunks or words per day or 70 to 100 chunks or words per week mostly independent work at home with follow-up as-needed in-class contextual practice word analyses and review mandatory weekly quizzes building a grammar-structure base at the rate of at least three to five essential constructions per week with as-needed in-class analysis and practice a combination of work on sentence-stems as well as select discrete language elements . countable-uncountable nouns and present and past tenses leading to increased grammar accuracy lexical and grammatical precision is cumulative with additional independent and in-class work as needed as structures occur in student writing self-editing skills cumulative Initial and Incremental Writing Assignments In tandem with major writing assignments and the relevant learning of lexis daily summaries of readings or sections of larger readings and or paraphrase practice assigned daily as homework for 2 to 3 weeks 15 to 20 total TLFeBOOK TEACHING LANGUAGE FEATURES OF ACADEMIC WRITING 59 information synthesis from several or long readings assigned daily as homework for 2 to 3 weeks 15 to 20 total writing assignments marked and returned .
