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What is the intended pedagogic use of the text in the classroom (as far as you can see
from the page)?
To what extent is the textbook text authentic? (consider all aspects of the text type and
meanings expressed, and draw on your analysis of the two authentic texts of the same
text type)
To what extent is the textbook material suitable for providing young learners with
exposure to this text type? i.e. is it pedagogically sound to use this as an example of
this text type?
What are the implications of your analysis for classroom practice, ie would you
suggest that the textbook text is suitable to use as is but with particular teaching
strategies, or would you suggest replacing, adapting, or supplementing it? Please give
your reasons.
With your group, create a wiki page showing your analysis. Make every attempt to design an
attractive, organised and reader-friendly wikipage, for example, with an introduction to the
materials, tables showing your text analysis, headings to organize the page, use of colour etc.
You should embed the textbook page into your wikipage, as well as the two authentic
examples referred to in your analysis. You are encouraged to cite course readings or other
relevant literature to support your analysis.
The total number of words on your wikipage should not exceed 1000 words, including
headings and reference list.
MMLo/BMoorhouse, Faculty of Education, University of Hong Kong
Individual commenting:
After your group has created the wiki page analysis, you will be individually assigned to
constructively comment on another groups wiki page. You should post your comments on
the pages discussion board. Your feedback should be given in 1-3 posts and/or replies, and
each post should not exceed 150 words. Your comments and feedback are not formally
assessed, but it is a hurdle so you must do it, in good faith. Your group may wish to respond
to feedback from peers.
Timeline:
A wiki is intended to be an ongoing, collaboratively constructed and edited text (thus the
individual feedback). The text can be edited at any time and feedback and discussion about
the contents, wording, layout of the wikipage can be discussed on the discussion board
attached to the page. You can revert to a previous version of the page at any time. You can
also view the other groups analyses and thus learn from each other. However, you should not
edit the pages of another group! Please only edit the page of your own group.
To encourage this ongoing, collaborative composing process, the following due dates are
set:
A. Create first draft of wikipage by Sunday 11th September. Give your page an
appropriate title which reflects the topic or text type. You may also put your names in
the title e.g. Biographies (Mandy, Evan, Yael).
You may start your page at any time, even with one word! The draft does not have to
be well polished at this stage as it can be revised and edited and expanded upon at any
time.
B. Revise and complete your wikipage by Sunday 25th September. This version should
be a good version, worthy of feedback from your peers.
C. Individually comment on a wiki page you have been assigned by Sunday 2nd October.
D. Your group should finalise the wikipage by Monday 10th October 11:59, carefully
considering comments and feedback received from your peers. You may respond to
their comments on the discussion board. For formal assessment purposes, you should
not make any further revisions or comments on the wikipage after this date.
Assessment criteria
Hurdle requirements: _one wikipage created by group _ minimum of one individual comment to
another group
KEY: E= Excellent, G=Good, S= Satisfactory, M= Marginal, U= Unsatisfactory
E
Content
a. Accuracy and depth of analysis of the text/language content of the authentic
texts as well as the relevance of the second authentic text selected
b. Quality and depth of evaluation of the authenticity and pedagogic soundness of
the textbook text