LANGUAGE LEARNING PROFILE

WHAT IS THE ROLE OF LLS IN THE PROCESS OF TEACHING AND LEARNING EFL?

By: Gerardo Prez

Class: English as a Foreign
Language Methodology
Professor: Roxanna Correa Prez

November 2014. Concepcin.

INDEX
Cover..1

Index..2

Theoretical Framework..3-10

Learners Background...11

Written or Oral Diagnose Test/Task11

Analyses and Assessment.12-13

Proposal: LLS Lesson Plan (Chamots Template)..14-16

One to One Lesson..17-18

Discussion and Conclusions..18-19

Appendix20-23

References..24

THEORETICAL FRAMEWORK
This Language Learning Profile (LLP) aims to develop the Teaching
Strategies ability in teachers in training. However, it is necessary to fragment and
define some concepts according to specific authors in order to clarify every
possible doubt. Those concepts are the following: English as a Foreign Language
(EFL), English as a Second Language (ESL), what styles are, learning strategies
as well as teaching strategies and the role of LLS in teaching and learning EFL
within a classroom.
To begin with, there are people, nowadays, that still do not know what the
difference between EFL and ESL is. In order to solve this common issue, Brown
(2001) proposes the definition of both concepts. The definition of ESL is going to
be developed in first in this paragraph; thus, according to Brown (2001: 134), ESL
occurs when the classroom target language is readily available out there. It means
that when students have immediate contact with the target language, in this case
English, outside the classroom because the taught language is part of the society.
Brown gives some examples such as teaching English in the United States or in
Australia. On the other hand, Brown (2001: 134) defines EFL in contrast with ESL.
Therefore, EFL arises when foreign language context are those in which students
do not have ready-made contexts for communication beyond the classroom.
According to Brown, EFL learning requires effort to provide the opportunities such
as language clubs, special media opportunities, books or an occasional tourist
(Brown, 2001: 134). Hence, the difference provided between EFL and ESL leads
us to the conclusion which in Chile EFL is taught due to the fact that students do
not have any direct connection to the language whatsoever. However, the teacher
is the preeminent input of the language inside the classroom, leaving aside the
certitude that students may listen to music, watch films and TV series in English,
yet it does not assure a successful learning process, let alone acquisition of the
language. Notwithstanding, students have undoubtedly different ways of learning a
language and those ways might be called styles which is the following concept to
deal with in the following paragraph.
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When defining EFL and ESL another concept showed up which is styles.
This concept is going to be developed according to what Oxford (2003) and Cook
(2001) defines about this concept and its categories that both authors give to it.
Thus, Cooks definition is going to be discussed first. Cook (2001: 235-236) claims
that a teaching style is a loosely connected set of teaching techniques believed to
share the same goal of language teaching and the same views of language and of
L2 learning. Cook (2001: 236) adds that style refers to a changeability in teaching
as well. This last concept means that styles do not have a precise definition;
however, it is a loose overall label that teachers can use freely when talking about
teaching a language. In addition, six different sort of styles are mentioned in Cooks
which are the academic style, the audio-lingual style, the communicative style, the
task-based learning style, the mainstream EFL style and others. In this paragraph
only one of those styles given by Cook (2001) which is the mainstream EFL style
(pp. 263-266). Furthermore, the mainstream EFL style refers to the use of
situations in a classroom. The term situations, according to Cook (2001: 263),
characterises the mainstream style in two senses. In one sense, situation indicates
that language is taught through demonstrations while the teacher uses different
types of realia, gestures and activities that can be done in a real classroom
situation. On the other hand, the other sense in which situation is used tackles the
language of the real-life situation that students would encounter such as the
railway station, the hotel, and so forth. Moreover, the mainstream style starts with a
presentation stage, then the practice and production follows, those stages are
known as PPP. Cook declares that what matters is how students use the language
in real-world situations rather than in academic situations (Cook, 2001: 265).
Cooks definition focuses mainly in the teaching style and what are the styles for
teaching the language; however, it is also necessary to know how styles work by
the side of the students rather than by the teacher and so does Oxford who is
going to be analysed in the next paragraph.
On the other hand, Oxford (2003: 2) gives the two key variables affecting
language learning which are Styles and Language Learning Strategies. The
previously mentioned is going to be developed later on in this theoretical
4

framework. However, what interests us is Oxfords definition of styles, thus what

Oxford proposes that learning styles are the general approaches that students use
in acquiring a new language or in learning any other subject. In addition, Dunn &
Griggss (1988) as cited in Oxford (2003: 2) Learning style is the biologically and
developmentally imposed set of characteristics that make the same teaching
method wonderful for some and terrible for others. Taking both definitions given by
Oxford (2003) and Dunn & Grigss (1988), it can be said that styles are learner
dependent rather than teacher dependent as Cook postulates in her book. Even
though that styles might depend on the teacher as well as on the learner, Oxford
proposes four dimensions of learning styles which are considered to be associated
with L2 learning process: sensory preferences, personality types, desired degree of
generality, and biological differences. Yet, in this paragraph the sensory
preferences are going to be developed. According to Oxford (2003: 3-4), the
sensory preferences can be broken into four main categories or areas: visual,
auditory, kinaesthetic and tactile. These four categories, furthermore, are quite
learner oriented because students learning process is enhance due to their way of
learning, because the auditory ones enjoy and learn better when listening to others
in a conversation, lectures, oral directions and so forth. However, the kinaesthetic
students learning process is foster while using flashcards, movements, tangible
objects, etc. Therefore, it can be concluded that styles can be both teacher
dependent in the way that teacher instructs a class and student dependent in the
sense that their learning process is enhanced.
It has been already developed some concepts such as second and foreign
language and styles, yet there is another concept that leads us to another question
to be responded and it is the use of strategies in the learning process. Indeed,
there are plenty of strategies that can be used in order to help students in their
learning, but what are strategies? In the words of Scarcella and Oxford (1992) as
cited in Oxford (2003: 2), learning strategies are defined as specifications,
behaviours, steps, or techniques -such as seeking out conversation partners, or
giving oneself encouragement to tackle a difficult language task -- used by
students to enhance their own learning. Thus, strategies used in learning are not
5

specifically meant to be used for learning a language; they can also be applied for
other subjects as well. Furthermore, the well-known word strategy comes from the
ancient Greek term strategia which means the art of war. According to this,
strategy in its beginnings involved the acknowledgment of war and what came with
it. For example, optimal management of troops, ships, or aircraft in a planned
campaign (Oxford, 1990: 7). Later on, this term became a non-military one and has
been applied to education and, therefore, it has been transformed to learning
strategies as Oxford (1990) reaffirms and adds that learning strategies are
employed by the learner to aid the acquisition, storage, retrieval, and use of
information. Moreover, learning strategies not only help the learner to acquire, to
store or to retrieve information, but also enhance the learning process making it
easier, faster, more enjoyable, more self-directed, more effective, and more
transferrable to new situations.
Despite the fact that strategies can be applied to any subject and not to just
one specifically, our main focus goes to strategies in learning and teaching
languages. Notwithstanding, this new step is going to be spitted up in order to
make everything clearer. Starting with language learning strategies or LLS, it can
be said according to Hismanoglu (2000) that language learners use different
strategies either consciously or unconsciously in the classroom when they are
faced to any task. Finally, an agreement could be withdrawn between Hismanoglu
and Faerch Claus and Casper (1983), as cited in Hismanoglu (2000), when it is
said that these strategies will be used for the development of linguistic competence
in the target language. It can be summed up that strategies in language learning
process are handled by learners in order to fulfil a given task or activity in the
shortest possible time and as Hismanoglu (2000) discloses the issue that a student
using LLS is inescapable.
In addition, Hismanoglu (200) revises the taxonomy of LLS which has been
classified and defined by many scholars, yet as Hismanoglu (2000) mentions that
all those classifications attempt to a very similar categorisation without outstanding
differences. Besides, Hismanoglu (2000) revises some authors classifications
such as Rubin (1987); OMalley et al (1985); Oxford (1990) and Stern (1992).
6

However, OMalleys (1985) and Oxfords (1990) classifications are going to be

analysed. To start with, OMalley et al (1985), as revised in Hismanoglu (2000),
divide LLS into three main subcategories which are Metacognitive Strategies,
Cognitive Strategies and Socioaffective Strategies. Metacognitive strategies are
defined as the self-awareness of the students own comprehension and the
evaluation of the learning process after the task is fulfilled; for instance, those
strategies could be self-management, self-monitoring, self-evaluation, among
others. On the other hand, cognitive strategies are limited to specific language
tasks and manipulate the learning material in a more direct way such as repetition,
imagery, transfer, inference, key words, etc. Conversely, socioaffective strategies
tackle the relationship between social mediating activities and transacting with
others; it can be said that cooperating and making questions for clarification are
part of the socioaffective strategies.
Nonetheless, Oxford (1990) provides another division of LLS. Oxfords
taxonomy is oriented towards the development of communicative competences.
According to Oxford (1900, pp. 8) the interaction among learners using
contextualised language which aims to be meaningful as well. The division of the
taxonomy does not differ much from OMalleys whatsoever. However, Oxford
gives two main classes, direct strategies and indirect strategies which further divide
into 6 groups, three for the direct class and three for the indirect class. The three
subdivision within the direct class are memory, cognitive and compensation
strategies. On the other hand, the three subdivision within the indirect class are
metacognitive, affective and social strategies. In addition, those six subdivisions
branch into nineteen sets. Moreover, Oxford (1900, pp. 14) suggests that direct
strategies and indirect strategies support each other, and that each strategy group
is capable of connecting with and assisting every other strategy group. This means
that every strategy class, strategy group and sets complement one another and
they should not be applied on their own; they are meant to be used in conjunction.
Furthermore, the direct strategies are the ones that involve the use of the target
language. All direct strategies, as Oxford (1990, pp. 37) highlights, require a mental
process of the language. On the contrary, indirect strategies (Oxford, 1990: 135)
7

support the language learning process without any direct involvement of the target
language. The indirect strategies can be applied to all four language skills.
Nevertheless, when we talk about language learning strategies, we know
that LLS are altogether learner oriented and that they are techniques, steps,
behaviours, etc. (Oxford, 1990: 2) that learners use to enhance their own learning
process. Hence, there are strategies that teacher use to foster learners learning
process as well. Haynes and Zacarian (2010) classify seven teaching strategies to
provide an effective learning environment and to help make the mainstream
classroom more inclusive for learners. Therefore, those seven teaching strategies
are the following: the first one provided is Provide Comprehensible input for
learners which refers to Krashens comprehensible input hypothesis (1981) and
that teachers must provide a comprehensible input to their students; the second
one is make lesson visual which refers to the use of visual aids such as
photographs, graphics, drawing, charts to introduce the new vocabulary and
concepts or to tell stories using pictures, maps and so forth. In addition to that, link
new information to prior knowledge is the third strategy which means that the
teacher must elicit what the students already know about the topic, their cultural
backgrounds and experiences. Moreover, the fourth strategy is called determine
key concepts for the unit and define language and content objects for each lesson
which indicates that the teacher could post some key concepts on one side of the
wall and the definition on the other, and that the teacher has to make the objective
of the class explicit; the fifth one provided is modify vocabulary instruction for
learners that refers to the action in which the teacher ties the new vocabulary to the
previous knowledge and uses visual reinforcement of meaning, practices
pronunciation and relates the content. Furthermore, number sixth is use
cooperative learning strategies which means that it is beneficial for language
learners to work in groups because it provides the opportunities to practice in an
authentic content the target language and what they have learnt so far. Being the
last one modify testing and homework for learners which indicates that homework
and tests must be linked to the classroom instructions because students would
know what to study as they are guided by what was done inside the classroom.
8

This strategies previously mentioned are just one classification of language

teaching strategies which give us a brief understanding of the subject; however,
what is the role of language learning strategies and language teaching strategies in
EFL?
To define what the role of language learning and language teaching
strategies in EFL is necessary to revise what Matkov et al (n.d.) has to say about
the topic. Matkov et al (pp. 2) points out the role of language learning strategies
is unquestionable as she quotes Oxford (1990, pp.1) who declares that
appropriate language learning strategies result in improved proficiency and
greater self-confidence. It means that learners should be aware of the correct use
of the strategy to become proficient in the field as well as self-confident because as
Oxford (1990) suggests there is no good or bad strategy, there should be a good
selection and use of it. Moreover, Matkov et al (pp. 2) claim that if the learner
chooses a strategy that fits his/her own language learning style, those strategies
become (in the words of Oxford, 2003: 2) useful toolkit for active, conscious, and
purposeful self-regulation of learning. Those characteristics already mentioned
about strategies and other presented by Matkov et al (pp. 3) quoting Oxford
(1990) claim that strategies help the learner facilitating a learning atmosphere
inside or outside the classroom instead of transmitting knowledge from the teacher
to the learner.
Besides, Chamot et al (1999) cannot be forgotten when talking about the
role of strategies in EFL. The instructional model The Cognitive Academic
Language Learning Approach (CALLA) presented by Chamot et al (1990) which is
designed to make learners independent and to be able to evaluate their own
progress. The CALLA model design is task-based and has five phases which are
Preparation, Presentation, Practice, Evaluation and Expansion in which the teacher
combines the three main components, according to Chamot et al (1999), of
content, language, and learning strategies (Chamot et al, 1999: 7-8). The CALLA
model can be considered as part of language teaching strategy because it might
be part of the mainstream style proposed by Cook (2001) as it refers to the manner
in which teachers present a class by teaching the language through strategies. In
9

this model, the teacher becomes a facilitator of the language where students,
however, increase their role becoming more active participants in their learning
process. Thus, the role of LLS in the process of teaching and learning a language
is quite undeniable that it helps both teacher and learner to become more proficient
and self-aware of their learning styles and strategies that really help them as
Oxford (1990) points out that there is no good nor bad strategy, yet maybe it is not
a well-made decision.
In the rest of the Language Learning profile, the CALLA instructional model
proposed by Chamot et al (1999) is going to be analysed in deep in the context of
an EFL learner who studies an English program at Universidad Catlica de la
Santsima Concepcin in Chile. The student is supposed to fulfil a written or oral
assignment, however, it was decided that the learner was going to be tested in the
writing skill. Once the learner completed the task, the assignment was analysed by
an analytic rubric. Therefore, depending on the results, a CALLA instructional
model lesson plan was made to provide the learner strategies to overcome his or
her weaknesses and to foster his or her strengths.

10

LEARNERS BACKGROUND
Keila Yez was born on May 2nd, 1996 in Santa Juana. She is eighteen years old
and she is the eldest of two sisters. Her family is composed by four members, and
she lives with her parents and her sisters. Keila studies at Liceo Nueva Zelanda.
She has had English as a mandatory subject since she was in 3 rd grade in
Elementary School.

WRITTEN OR ORAL DIAGNOSE TEST/TASK

To evaluate the learner, it was decided that a written test (PET) was going to
be applied. As the learner is working with the international Cambridge exam PET,
the learner was asked to fulfil a Mock PET exam, answering just part number 2
(question 6) and/or part number 3 (question 7) of the written exam. The learner
was only asked to fulfil one out of the two parts of the PET exam; thus, the learner
was allowed to decide if she wanted to complete either both tasks or just one.
Therefore, the learner fulfilled the longer task that is part 3, question 7. Below, you
will be able to analyse both part 2 and part 3 of the chosen Mock PET exam.
Starting with part number 2, the learner was asked to write a postcard to her
penfriend telling him/her that she has moved to another town and what the facilities
that the town has and finishing the postcard telling him/her about what she does
not like about the town. The minimum of words for this part of the Mock PET exam
was between 35 to 45 words.
Continuing with part number 3, the learner was asked to write a story from a
given beginning. The sentence given was it was a fantastic party, so the learner
should continue the story and give it a final without losing the topic given. The story
must be no more than 100 words.
You will be able to analyse both part 2 and part 3 of the Mock PET exam
and the writing (answer sheet) made by the learner in the appendix section. Figure
1 for the Mock PET exam, Figure 2 for the answer sheet, Figure 2.1 refers to the
corrected answer sheet

11

ANALYSES AND ASSESSMENT

According to the results obtain, it can be said that the learner has
deficiencies in the writing skill. Not mentioning the use of English issues such as
word choice, spelling, errors in tenses and structure issues. However, it is
important to acknowledge that writing is a process in which there should be a
prewriting stage, a drafting stage before delivering the final answer sheet. Then
you have to revise and edit what you have written and the final product goes at the
end of the process.
Furthermore, the main issues found were about tenses, word choice,
spelling, punctuation and missing subjects. When we talk about tenses, it refers to
the fact that the topic of the task refers to the past and the learner did not write the
past tense of some verbs even though that for some others she wrote them in the
appropriate tense. Moreover, there were a few mistakes in the category of word
choice such as after the job meaning after work and the use of the adjective
fabulous referring to meeting new people, getting to know other traditions and
different life styles; thus, the most appropriate adjective could have been fantastic
or amazing. Besides, there were not many spelling mistakes as there were
punctuation mistakes; the spelling mistakes can be attributed to the pressure and
nervousness the students might have had at the moment of writing. For the
punctuation mistakes, the level of proficiency might have influenced as she is a first
year student of the English program. Finally, the most common mistake EFL
students make is the missing subject. As Spanish speaker, the language does not
require the subjects in many cases; however, the subject is compulsory for the
English language.
Referring to the structure, there were no many issues as it was a short
paragraph; however, the learner did not write one paragraph, but it does not
influence much because it was not a required aspect in the rubric. On the other
hand, the topic and content were relevant, yet the student did follow a pattern, and
there were a coherence to the given sentence. Hence, if the story to be written

12

were longer, it could have probably been noticed some imperfections about the
content and coherence.
On the other hand, the analytic rubric used to assess the writing task
contains five dimensions and theirs descriptors. An analytic rubric was selected
because of the use of descriptors which help the assessor to maintain the
objectivity of the evaluation process. Therefore, the maximum points for each
dimension is 4 which refers that the learner met all the expectations, and the
minimum points for each dimension is 1 meaning that the learner did not meet the
expectations and her performance needs improvement. The dimensions are the
followings: focus on the assign topic, accuracy, creativity, spelling and punctuation,
number of words.
In addition, you will be able to find the rubric used to analyse the writing task
in the appendix section as Figure 3 and Figure 3.1 is the rubric with the points
given to the task.

13

PROPOSAL: LLS LESSON PLAN (CHAMOTS TEMPLATE)

Content Area: Language, English Class.
Topic: Writing a Story.
Grade: First year University Student.

Objectives

Language objectives: By the end of the lesson, SWBAT write a story from a
starting sentence.

Strategy objectives: Students will be able to use Organisational Planning in order

to plan how to accomplish the writing task using brainstorming, phrases, given
information and/or generating content in sequence.

Linguistic content: Past tense to talk about a past event.

Communication tasks:
S reads stories written by other people in the same situation.
S uses brainstorming about his/her previous knowledge.
S writes a sequence before writing the story (Draft).

14

Procedures
Preparation
-S is asked if he/she knows what strategies are. Whether S answers yes or no,
Teacher explains what they are by giving examples. E.g. When you study and
highlight some ideas that is a strategy , When you take notes while listening to the
teacher that is also a strategy , If you write summaries to study for a test that is a
strategy as well.
-S is asked if he/she uses any strategy to study and what strategies he/she uses.
-S is asked if he/she uses any strategy in writing and what she does to before
writing.

Presentation
-Teacher presents the name of the strategy: what if I tell you that there is a
strategy that can help you improve your quality of writing. The name of the strategy
is Organisational Planning.
-T shows the stages to write. (prewriting, draft, revising, editing and publishing or
handing in)
-T explains the stages and gives examples of what Ss can do on each stage, such
as for pre-writing, brainstorming can be applied.
-T asks Ss if they have used this strategy to study before.
-T presents some examples of PET writings.
-T compares and shares some experiences.

Practice
-T give to the S a sentence to write something from it.
-T elicits knowledge Ss might have about the topic and writes what she says on the
whiteboard.
-S writes the draft of the writing.

15

-T and S revise the draft together to find grammar, spelling and punctuation
mistakes.
-T makes S be aware about why those are mistakes in order to make it meaningful.
-S edits her draft.
-S hands in the task.

Evaluation
-S is asked to share if the activity was easier or more difficult to fulfil this time using
the taught strategy.
-T asks S why it was easier or more difficult.
-T and S discuss about the use of the strategy.
-T asks S if she might use this strategy in the future.

Expansion
-T tells S that this strategy can be applied to every sort of writing she does in any
language, not just for English.
-T tells S that it might be tedious at the beginning, yet in the end it will come up as
naturally as breathing before she starts writing and that this strategy can be applied
mentally as well.

16

ONE TO ONE LESSON

The One to One lesson took place on November 11th, 2014 at Juan Bosco,
Education Faculty. This lesson is part of the Language Learning Profile which aims to
answer the question whether there is any role in teaching LLS in EFL or not. As the
Chamots planning lesson template had to be applied to teach the learner a strategy
according to the previous task.
The strategy taught is named Organisational Planning (Chamot, 1999) which aims
to give the learner an orientation and a sense of organisation when writing. This strategy is
useful when writing, for instance, a story, an essay, or even a paragraph; because it starts
with writing a draft, then revising, followed by the editing part, and finally the final product.
To start the lesson, the teacher elicited the learner information about the
knowledge of the concept of strategy and strategies themselves. The learner confessed
that she did not know a definition of strategy, at least in English; however, she mentioned
some strategies such as lighting, scanning and skimming, and going to classes. These are
the strategies that the learner uses the most.
The learner was asked if she have used this strategy before when writing, and she
replied that she had never used organisational planning before. She claimed that she was
too lazy to write twice, so she preferred to write once and then checked her mistakes and
delivered the test. The new sentence was presented and the teacher asked to brainstorm
in order to make the student aware of her knowledge about the topic.
The teacher presented the stages in a detailed manner in order to make the steps
clear enough for the learner. While the teacher was explaining, the learner confessed that
she checked her writing, but not always edited it as she not always knew the correct
version or way to say something.
The learner put into practice what she was taught, she made a draft, then the
revised it, edited. All of that was done on her own and whenever she needed help, she
raised her hand and asked. When she finished the editing, the teacher intervened and
revised the learners work and started to ask some questions.
The teacher asked whether she liked the strategy or not and if she would use it in
the future when writing. The learner was asked if it was easier to fulfil the task when using
the strategy. The teacher explained that this strategy is useful in any sort of writing task
and that she will definitely need it in the future.

17

DISCUSSION AND CONCLUSIONS

To begin with, it can be concluded that the one to one lesson plan was not
difficult to fulfil at all. When planning the lesson, it was not difficult either, yet
planning this type of lesson plan is harder than a PPP or SDL lesson plan, because
it requires knowledge about the LLS and in order to teach it, you have to master it
as well.
In addition, it was a terrific experience teaching a strategy that has been
useful for me and that can be useful for others as well. I felt quite excited and
anxious at the beginning and while the class was going on, there was a relaxing
and confident atmosphere which, as far as I am concerned, helped the learner to
fulfil better the given assignment.
Before the lesson plan took place, I was not truly convinced of teaching
strategies with Chamots template. Even though I read Chamots CALLA model, I
did not believed that teaching strategies in that manner was going to work in the
Chilean context. However, it did work on my one-to-one class at least that was
what I feel about the performance. Indeed, it is just one person from my point of
view who it had good results with. Yet, why it cannot work whatsoever, there just
should be more research on our culture in order to get data and get to know its
probable weaknesses and strengths.

18

APPENDIX
Figure 1: Mock PET Writing Exam.
PART 2: Question 6
You have recently moved to a town and have bought this postcard of the town to
send to your pen friend.

In your postcard to your pen friend, you should:

explain why you have moved
tell your friend what facilities the town has
say what you dislike about living there.
Write 3545 words on your answer sheet.
PART 3: Question 7
Your English teacher has asked you to write a story.
Your story must begin with this sentence:

It was a fantastic party.

Write your story in about 100 words on your answer sheet.

19

Figure 2: Answer Sheet, Mock PET Writing Exam

Question 7
It was a fantastic party because I went with many friends after the job and there
do many things, as drink, laugh and dance.
We meet some friends, and talk a lot about travels and jobs and drinks, they were
from Mexico, so they taught us new words from Mexico, and how to sing as a
Mexican, that was too silly and funny, also teach as how to dance as a Mexican,
that is why was a fantastic party, meet another life style, a new tradition, new
people is fabulous because can understand that own life is not the only way to do
good things.
Figure 2.1: Answer Sheet with corrections
Question 7
It was a fantastic party because I went with many friends after the job and there
do many things, as drink, laugh and dance.
We meet some friends, and talk a lot about travels and jobs and drinks, they were
from Mexico, so they taught us new words from Mexico, and how to sing as a
Mexican, that was too silly and funny, also teach as how to dance as a Mexican,
that is why was a fantastic party, meet another life style, a new tradition, new
people is fabulous because can understand that own life is not the only way to do
good things.

Figure 3: Analytic Rubric

20

Story Writing : Story

Teacher Name: Gerardo Prez
Student Name: Keila Yez
CATEGORY
Focus on
Assigned Topic

4
The entire story is
related to the
assigned topic and
allows the reader to
understand much
more about the
topic.

Accuracy

Writer makes no
errors in grammar
such as tenses,
complete sentences
and word order.

Creativity

The story contains

many creative
details and/or
descriptions that
contribute to the
reader\'s
enjoyment. The
author has really
used his
imagination.
There are no
spelling or
punctuation errors
in the final draft.
Character and place
names that the
author invented are
spelled consistently
throughout.
The writing goes
from 95 to 100
words.

Spelling and
Punctuation

Number of
words

Points:

3
Most of the story is
related to the
assigned topic. The
story wanders off at
one point, but the
reader can still learn
something about the
topic.
Writer makes 1-5
errors in grammar
such as tenses,
complete sentences
and word order.

2
Some of the story
is related to the
assigned topic, but
a reader does not
learn much about
the topic.

1
No attempt has
been made to relate
the story to the
assigned topic.

Writer makes 6-9

errors in grammar
such as tenses,
complete
sentences and
word order.
The story contains
a few creative
details and/or
descriptions, but
they distract from
the story. The
author has tried to
use his
imagination.

Writer makes more

than 10 errors in
grammar such as
tenses, complete
sentences and word
order.
There is little
evidence of
creativity in the
story. The author
does not seem to
have used much
imagination.

There is 1-4 spelling

or punctuation errors
in the final draft.

There are 5-8

spelling and
punctuation errors
in the final draft.

The final draft has

more than 9
spelling and
punctuation errors.

The writing goes

from 55 to 94 words.

The writing goes

from 26 to 54

The writing is below

25 words.

The story contains a

few creative details
and/or descriptions
that contribute to the
reader\'s enjoyment.
The author has used
his imagination.

Figure 3.1: Analytic Rubric with points

21

Story Writing : Story

Teacher Name: Gerardo Prez
Student Name: Keila Yez
CATEGORY
Focus on
Assigned Topic

Accuracy

Creativity

Spelling and
Punctuation

Number of
words

Points: 16/20 pts.

4
3
The entire story is
4 Most of the story is
related to the
related to the
assigned topic and
assigned topic. The
allows the reader to
story wanders off at
understand much
one point, but the
more about the
reader can still learn
topic.
something about the
topic.
Writer makes no
Writer makes 1-5
errors in grammar
errors in grammar
such as tenses,
such as tenses,
complete sentences
complete sentences
and word order.
and word order.

2
Some of the story
is related to the
assigned topic, but
a reader does not
learn much about
the topic.

1
No attempt has
been made to relate
the story to the
assigned topic.

Writer makes 6-9 2 Writer makes more

errors in grammar
than 10 errors in
such as tenses,
grammar such as
complete
tenses, complete
sentences and
sentences and word
word order.
order.
The story contains a 3 The story contains
There is little
few creative details
a few creative
evidence of
and/or descriptions
details and/or
creativity in the
that contribute to the
descriptions, but
story. The author
reader\'s enjoyment.
they distract from
does not seem to
The author has used
the story. The
have used much
his imagination.
author has tried to
imagination.
use his
imagination.

The story contains

many creative
details and/or
descriptions that
contribute to the
reader\'s
enjoyment. The
author has really
used his
imagination.
There are no
There is 1-4 spelling 3 There are 5-8
spelling or
or punctuation errors
spelling and
punctuation errors
in the final draft.
punctuation errors
in the final draft.
in the final draft.
Character and place
names that the
author invented are
spelled consistently
throughout.
The writing goes
4 The writing goes
The writing goes
from 95 to 100
from 55 to 94 words.
from 26 to 54
words.

The final draft has

more than 9
spelling and
punctuation errors.

The writing is below

25 words.

22

REFERENCES
Brown, H. (2001). Sociopolitical and Institutional Contexts. In Teaching by
Principles: An Interactive Approach to Language Pedagogy. White Plans:
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Cook, V. (2001). Second language learning and language teaching style. Second
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Chamot et al (1999). The Learning Strategies Handbook. Longman: NY.
Hismanoglu, M. (2000). Language Learning Strategies in Foreign Language
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and

Teaching.

Retrieved

November

03,

2014

from:

http://iteslj.org/Articles/Hismanoglu-Strategies.html
Hynes, J. (n.d.) Seven Teaching Strategies for Classroom Teachers of ELLs.
Retrieved

November

06,

2014

from:

http://www.everythingesl.net/inservices/seven_teaching_strategies_clas_06140.ph
p
Oxford, R. (1989) Language Learning Strategies. Heinle & Heinle Publishers:
Boston, Massachusetts.
Oxford, 2003. Language Learning Styles and strategies: an overview. Retrieved
November

04,

2014

from:

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

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