Excited to be at this talk as I missed the ELT Teacher 2 Writer talk at Liverpool last year… More materials writing-related larks! 🙂 And it’s clearly going to be a good one – we have exciting task handouts on our chairs and key-rings being given out!
Training teachers to be writers
Sue and Karen are going to talk to us about how ELT Teacher 2 Writer can help teacher materials writers.
- the database: established writers and people interested in writing can all be in the database
Publishers can search the database when they are looking for new writers but also when they are looking for people to pilot materials/write users reports/answer questions for market research. There are a mixture of publishers national, international and independent.
- the training modules: developed by ELT Teacher 2 Writer
Where does materials writing feature in a teacher’s professional development?
Within the British Council Framework puts it at stage six (specialist) but teachers do it from day 1, with their own learners.
ELT Teacher 2 Writer did some research into existent writing courses and tried to learn lessons from these. (All non-ELT related) e.g. journalism, creative writing… They discovered that the only common ground that all of these course had was a module that urged users to know their market/know a little bit at the industry. So they had a look at ELT materials writing to see what was involved in writing materials.
They broke it into 3 main categories:
- core skills
- market-specific (e.g. ESP materials)
- component-specific (e.g. writing a teacher’s book/grammar summary/worksheets
There are now 30 titles on the website. All written by experienced authors and they share the lessons they learnt in their own process of being published. All available for download on Amazon/Smashwords (special IATEFL discount ends tomorrow!) These are relevant for people writing for developers, teachers writing for their own classrooms and teachers wanting to self-publish.
Task 1: How ELT publishing works – time to do a task! (T/F statements about publishing)
- True: publishers DO decide things well in advance. They have 5 year plans, which they check at intervals to make sure they still make sense. They use market research to inform this.
- False: the best way to get published is NOT to send a complete manuscript to a publisher!
- False: you don’t need an M.A. or a Delta to write materials. Relevant teaching experience is essential. Delta/M.A. can be positive but publishers may fear an overly academic manuscript.
- True: lots of investment goes into publishing, it is expensive, so publishers DO want to make sure everything works and DO do a lot of market research to this end.
- False: You *do* have to meet deadlines! In publishing, there are many people writing to the same schedule. If you don’t meet it, there is a huge negative knock-on effect.
Task 2: What makes a good rubric? (or direction line in Am. E!) i.e. instruction to the students within a piece of materials.
This is an important skill to learn and is thus included in several ELT Teacher 2 Writer modules.
- Rubric language should be less complex than the language point being addressed.
- Use small sets of words
- Use the same rubric for all similar activity types
- Be careful with staging – sometimes better to break things down into two activities rather than one.
We had to apply these criteria to some sample rubrics. We saw one that was too long and in which it wasn’t clear what was required. We saw one where the language used was too complex for the learner level aimed at – here it would be necessary to simplify the language and helpful to include examples. The third was too complex and needed breaking down. The fourth was rambling and dense, requiring major surgery to sort it out!
Task 3: How to write a graded reader?
Graded readers are great to write – they combine fiction and education! The answer to the task question? Can be found in Sue Leather’s module.
Sue (presenter) read from Sue (writer)’s module to comment on this. Here are couple of quotes:
“An idea is the story’s essence”
” It should include a vital issue that needs to be resolved one way or another”
Skills are needed for the following:
- language and story
- drama and premise
- high stakes
- conflict and choice
We applied this to three story ideas, deciding that two had wheels and one was dull – the two with wheels are in fact in print! The other, not so much…
Task 4: Writing a critical thinking activity
What is a CTA? What does a good one look like? Equally importantly, and what may shed some light on this is, what is it not?
- It is NOT a pure comprehension question.
- It is NOT a do you agree/disagree discussion.
- It is NOT a T/F statements activity
- It is not a question about the literal meaning of vocabulary in a text
In a general comprehension activity you find:
- identify ideas
- vocabulary meaning-related activities
- agree/disagree discussions
In a critical thinking activity you find:
- Why does the author present the ideas like this?
- Why are these vocabulary items chosen?
- Does the author support the ideas? How? What evidence is there?
We looked at some sample activities and decided whether they were CT activities or general activities.
Finally, we learnt some more about the ELT Teacher to Writer website:
As well as the database, it includes a resource section for writers.
The Writer’s Toolkit
- style sheet: publishers have in-house ones of these – if you are working independently, this will help you to be more consistent.
- template: example template for styles for rubrics/body text etc. and layout/order/structure
- permission grid: a grid that lays out the information that is needed in order for an editor to apply for permissions to the copyright holder. It is very important to get all the permissions needed e.g. for different platforms etc.
You can find out more about ELT Teacher 2 Writer by:
Liking their Facebook page: http://www.facebook.com/ELTT2W
Following them on Twitter: @ELT_T2W
My last talk for the day and like all the others I’ve attended: super-interesting and worthwhile! 🙂