TACTics Journal

A Publication for and by TOC for Education Practitioners

April 25, 2003

In this week’s issue:

Elementary/Secondary TACTics

(1) Students and Teachers Comment On New Essay Process, Francois Moll

(2) Technique for Writing Critical Literature Essays, Francois Moll

Connections

(3) Announcing: TOCFE Conference Presenters, Kathy Suerken

(4) 7 th International TOCFE Conference

Editors’ Notes

(5) Kay Buckner-Seal, Cheryl A. Edwards

ELEMENTARY/SECONDARY TACTics

(1) Students and Teachers Comment on New Essay Process

Francois Moll, South Africa

Dear Cheryl,

Some time ago, I wrote about the technique I had developed on writing critical literature essays. I have now tested the method with approximately 140 Grade 12s and their teachers and can give the following feedback.

The method was taught in lecture/demonstration format to about 70 learners at a time in a one 45 minute period.

The teachers were stunned! On average, they are reporting a 10-25% increase in grades on the essays. It is generally agreed that this is the most difficult aspect of our English course to teach.

Our classes are streamed so that better candidates are in Set 1 and the weakest are in Set 5.

The students were allowed to give feedback anonymously so that there was no perceived pressure on them. Here is some feedback from the STUDENTS of Set 1:

· "It helps to get your thoughts into order and keep you from straying from the topic. Keeps paragraphs logical and well set out"

—Karen Nienaber

· "I found this technique very useful and user-friendly. When looking at the essay topics, I felt I wouldn't know what to write for them but in applying the technique to a chosen topic, I ended up with an essay. It does also not take up very much time, thus I feel I shall use it in

exams."

· "I didn't know that essay writing could be so easy. The planning has helped my essays become more structured, concise and logical. I no longer dread English literary essays."

STUDENT feedback from the middle stream:

· "I find it a very effective way of writing an essay. It is easier and the essay takes 'shape' much quicker. I also found the method useful to use in other subjects e.g. History essays. Therefore I found that it doesn't only relate to English."

· "This method of essay-writing/planning has gone across my subject borders, I don't just use it in English, I also use it in History."  I did not demonstrate its use in History (at least not to these learners). The implications are very exciting at Senior Secondary level (and others of course).

Here is the feedback from the TEACHER of a weaker stream (Set 4):

· "The method of writing essays as explained by Francois Moll has benefited my learners enormously. I have a class of weak learners, which generally struggles with work of this nature. The method of writing literature essays has taught my learners (within an extremely short space of time) how to structure an essay in a logical and coherent manner. Furthermore, it has helped them to gain a deeper understanding of the play as a whole through a wonderful process of self-teaching. There was a vast improvement in their writing both in terms of content and structure. I feel that the knowledge gained by them will be of huge benefit within other learning areas. I believe that the method holds exciting possibilities for application to other areas of teaching."

—Glynnis Moore

I, myself, teach the bottom stream where many learners are not English-First Language Speakers but who generally speak Xhosa. I have found some of these students now scoring as much as 55% on an essay where previously they were scoring as low as 15%. I would love to print one but I suspect space does not allow. However I am more than willing to share discussion and demonstrate some of the examples.

Love to you and all in the TOCFE family,

Francois

(2) Technique for Writing Critical Literature Essays

Francois Moll, South Africa

In our October 18, 2002 issue of TACTics, Francois Moll of South Africa shared his framework for planning a critical essay using the Cause-and-Effect Branch in the article entitled: “Literature Essays and, by Extension, any Argumentative/Discursive Writing.” Here is the basic article. To view the entire article and to see the graphics Francois included please refer back to that TACTics Journal issue.

—Cheryl Edwards

A way to write logical, well-formulated argumentative/discursive essays/papers with relevant structure and examples. An example: "King Lear is not only a play about political leadership, but also private relationships." Discuss.

Step 1: Split the topic into the main points which you wish to discuss.

A: King Lear is a play about political leadership.

B: King Lear is a play about private relationships.

The opening paragraph (which must serve as an introduction) is a combination of A and B. Obviously, if you disagree with the statement then that will be the statement in A or B:

A: King Lear is not a play about political leadership.

B: King Lear is not a play about private relationships.

Similarly, if you wish to argue both for and against the statement, then this will be your layout and introduction:

A: King Lear is a play about political leadership..A1: King Lear is not a play about political leadership.

B: King Lear is a play about private relationships.

B1: King Lear is not a play about private relationships.

Step 2: Now, view these entities as the endpoints of a negative branch/cause-and-effect tree and fill in the branch going down by filling in the two entities below as BECAUSE and AND entities. This is because you are looking for the CAUSALITY that leads to your initial statement.

Thus: Read as follows: "King Lear is a play about political leadership, BECAUSE ---------- AND-------------.

Instruct your students (or yourself) to try and find a more GENERIC answer and save the SPECIFIC answer for one stage down. So in our example we could now have:

A: King Lear is a play about political leadership. BECAUSE...

C: It deals with decisions that affect the whole country. AND...

D: It is concerned about the king's understanding of ordinary people.

Note: There are many options here as there is in any literature essay. One could add more ANDS if required (in the case of a very lengthy essay, for instance).

Step 3: The next stage is working off entities C and D. Go down the branch again, looking for two entities, which now will be SPECIFIC (i.e. examples) rather than the GENERIC. This ensures that relevant examples from the text are used to support your argument.

A: King Lear is a play about political leadership. BECAUSE...(Generic)

C: It deals with decisions that affect the whole country. AND...(Specific)

G: King Lear divides his kingdom between Goneril and Regan in the opening act.

H: France, under Cordelia, invades England to intercede on behalf of Lear.

A: King Lear is a play about political leadership. BECAUSE... (Generic)

D: It is concerned about the king's understanding of ordinary people. AND...

(Specific)

I: (Specific statement related to D)

J: (Specific statement related to D)

[The same is done for B:]

B: King Lear is a play about private relationships. BECAUSE....E: (Generic statement) AND...

K: (Specific statement related to E.)

L: (Specific statement related to E.)

F: (Generic statement) AND...

M: (Specific statement related to F.)

N: (Specific statement related to F.)

Step 4: The planning is now complete:

- A and B form the Introduction.

- C, G, H form Paragraph #1

- D, I, J form Paragraph #2

- E, K, L form Paragraph #3

- F, M, N form Paragraph #4.

The concluding paragraph is a reworking of A and B or you could combine them and see if they lead one step further up the branch. IF King Lear is a play about political leadership AND it is also a play about private relationships, THEN (e.g.) it is a play that has universal appeal and relevance.

Step 5: ONE MORE TRICK—the relevant examples, for example G and H, but struggles to find the more generic C. Simply take G and H and work UP in the normal way to find C. Check to see that C links to A.

CONNECTIONS

(3) Announcing: TOCFE Conference Presenters

Kathy Suerken

The Under Secretary the Department of Education, the Philippines, Dr. Theodore Catindig, has accepted our invitation to address the 7th International TOCFE Conference. Other Ministry of Education level presenters are:

Jose Martinez, Minister of Education, Nuevo Leon, Mexico

Snezana Klasnja, Director of Professional Development, Serbia

Khaw Choon Ean, Director of Special Projects, Curriculum Development Center, Malaysia

Dr. Cora Santiago, Director National Capital Region of Dept of Education, Philippines.

·         Our Keynote Speaker is our founder: Dr. Eli Goldratt

Additional presentations/workshops will be given by:

Colin Rose and Kevin Brown, Accelerated Learning Systems, United Kingdom

Don Gaetz, Superintendent of Schools, Okaloosa County, Florida, USA

Bill Lyford, Rotary District Governor, Florida, USA

Rami Goldratt, Tel Aviv University, Israel

Dr. Danilo Sirias, Saginaw Valley University, Michigan, USA

Dr. Audrey Taylor, Western Washington University, Michigan, USA

Rafael Conde, Education Consultant, Latin America

Cheryl Edwards, Reading Specialist and Consultant, Michigan, USA

Gila Glatter, Talipot Teacher's College, Israel

Marina Rodriguez, Department of Education, Nuevo Leon, Mexico

Eleanor May-Brenneker, Dyslexia Specialist, Netherlands

Svetlana Tchoubakova, Education Consultant, Russia

Mary Ellen Bourbeau, Counselor, Michigan, USA

Sandra Fierro, Teacher, Ecuador

Michelle Royan, Counselor, Michigan, USA

Belinda Small, Teacher, Florida, USA

Francois Moll, Teacher, Republic of South Africa

Rina Raviv, Education Consultant, Israel

Francis Conde, Education Consultant, Colombia

Michael Round, Consultant, Kansas, USA

Javier Avevalo, Education Consultant, Venezuela

Shoshana Reiter, Teacher, Israel

Anamaria Conde, Student, Colombia

(4) 7th International TOCFE Conference

May 16-19, 2003

Ramada Plaza Beach Resort

1500 Miracle Strip Parkway

Ft Walton Beach, Florida, USA

Hotel:

• For reservations, USA toll free: 800.874.8962.

• Please reserve your room under the TOCFE Conference block of rooms.

• Boxed continental breakfast-up to two per room included.

• Blocked rooms will be held until April 24, 2003 (afterward, reservations only if space available).

• The following prices are for maximum of 2 people per room (additional person is $10/person per night up to maximum of 4 per room).

Standard: $120 (plus tax) per night.

Courtyard: $135 (plus tax) per night

Poolside: $155 (plus tax) per night

Beach Front: $175 (plus tax) per night

 

Airport:

• Fort Walton Beach, Florida (VPS is the airport code).

• Cab/shuttle service from airport to hotel is about $15.

• Driving information will be shared in a future TACTics.

Conference Fees:

• Daily Rate: $25 includes lunch, coffee breaks and all materials.

• Full conference rate: $125 includes 4 lunches, all coffee breaks, all materials and Special Dinner/Entertainment Event on Sunday, May 18.

Registration:

To download a registration form or to see the most current conference agenda, visit www.tocforeducation.com. Or, you can also e-mail Kathy Suerken at suerken@cox.net.

EDITORS’ NOTES

(5) Kay Buckner-Seal, Cheryl A. Edwards

Our newsletter is unusually long this week, due to the inclusion of Francois Moll’s “Technique for Writing Critical Literature Essays,” which was featured in our October 18, 2002 edition of TACTics. This addition was made for your convenience.

The success of TACTics depends on you, so thanks to all for your contributions. Always feel free to share with us. Send your responses, applications of the thinking processes, lessons, announcements, and etc. by mail to: Cheryl A. Edwards, 2253 S. Hill Island Rd., Cedarville, Michigan.49719, USA. Or send hyperlink to cedwards@cedarville.net or bucknek@earthlink.net.

You may also view TACTics in its intended formatting, by visiting our web

site at www.tocforeducation.com. Click on “What’s New.”