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-  Appropriate for our context-specific class and aligned with syllabus

-       Allows students to enhance their writing skills through grammar correction

-       Teacher as facilitator during the correction/discussion process

Our Procedure:

-       See note #2

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-     ‘Interaction Hypothesis’- the task provides opportunity for the negotiation of meaning as students interact with each other and the text

-       Sociocultural principles- collaborative, student-centered task

-       Affordances of online environment: a) can be completed individually, in pairs, small
groups or with the class as a whole b) can be completed anonymously for shyer students  c) allows the students to work as a team          d) initiates critical thinking and discussion

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3. Rationale

Our task adheres to the Approach, Design & Procedure model (Hampel, 2006). Please click the chart below:

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Whole class activity - F2F (Please click document below)

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College credit course  (ESOL Stream)

Students: In various college programs

Level: College level grammar/writing (IELTS minimum overall band of 6.0, with no single score below 5.5)

Topic:  Business letters/emails/memo

Tool:  Google Docs