Expand their ideas based on what they have learned in

expand their ideas based on what they have learned in the readings and rethink and
clarify their thinking before writing the unit assignment.
Analyze good examples
Students learn to analyze different types of writing. For instance, they are provided with
a list of features of a good summary, then they have to analyze and compare sample
summaries and decide which samples best exemplify the features of a good summary.
3
Q TIPS
Q: Skills for Success Second Edition:
Model different kinds of texts
Students are shown the specific features of the text type required in the unit writing
assignment (e.g. compare and contrast). Have students read and critique the model.
Through the models, students develop awareness of the discourse features inherent in
the kinds of writing required in each unit writing assignment.
2
Encourage strategic learning
Q encourages students to be strategic learners in all
domains. Writing tips, for instance, guide students
toward understanding the notion of unity in writing.
Students learn that their thesis statements must
be supported by details; doing so will create more
coherence in their writing.
5
Teach grammar in context
The grammar component tightly integrates the structure under focus with the text type of
the unit. So, for example, students learn how to use the grammatical notions of parallel
structure and ellipsis and then apply these to their unit writing.
4

DB-1
Using Discussion Boards for Language Learning
Sigrun Biesenbach-Lucas, Ph.D., Senior Instructor
Donette Brantner-Artenie, M.A., Senior Instructor
Georgetown University, Center for Language Education and Development
Many students beginning their academic study today come to campus equipped with
strong technology skills, yet they soon discover that they need to make the transition
from experienced users of technology for social purposes to effective users of
technology for academic purposes. Becoming familiar with and engaging in a variety of
genres is part of academic study and is critical for both native (NS) and non-native
English speaking (NNS) students. For NNS students, however, “ learning to function in
the genres and with the discourse conventions of their discourse communities poses a
particular challenge ” (Cheng, 2010, p.74). Academic writing is one of the many
discourse communities in which ESL students need to function and to follow specific
conventions. While ESL programs have long prepared students for traditional academic
writing assignments, like essays and research papers, formal online writing is often
neglected in ESL instruction despite the growing need for such preparation.
Reasons for not including formal online writing assignments can range from limited
resources, instructors’ lack of confidence in their own technology skills, and questions
about the relevance of this type of writing. A potential consequence of not addressing
such writing is that NNS students may be less prepared for these types of assignments,