Memo with a Suggestion for a Writing Task You have been asked to submit a memo with a proposal for a new writing task in the upper forms (HAVO or VWO). After completing one evaluation of a current writing task in the upper forms, formulate

Assignment 4: Memo with a Suggestion for a Writing Task You have been asked to submit a memo with a proposal for a new writing task in the upper forms (HAVO or VWO). After completing one evaluation of a current writing task in the upper forms, formulate a suggestion for a new task and defend your choices. The word lengths for each section are given to provide a rough estimate. In total, the memo should be approximately 1000 to 1500 words long. The memo has three parts: task review, school setting, and suggestion of a new task. Use the memo format and write the memo to your writing teacher at the HU. The format: A memo is used for in-company communication, and most are written by request. Memos do not require a salutation or a closing; do not use “Dear” at the start and “Regards” at the end in a memo. There is no formal way to close a memo. You simply stop writing at the point that you announced in the opening overview, and everyone should know you are finished. Here is the general format for opening of a memo: To: The audience (your writing teacher in this case) From: Your name (followed by a handwritten signature usually only of the first letter of your first and last name. Naturally, you cannot do this in a digital document unless you have a lot of computer savvy.) Date: The date like September 21, 2014
RE: The subject. “Suggestion for a new writing task” can work in this case. In the introduction, tell me that you will do the three parts as requested. Explain a little what will appear in each part so that the reader knows what is coming.

Assignment 4: Memo with a Suggestion for a Writing Task
You have been asked to submit a memo with a proposal for a new writing task in the
upper forms (HAVO or VWO). After completing one evaluation of a current writing
task in the upper forms, formulate a suggestion for a new task and defend your
choices.
The word lengths for each section are given to provide a rough estimate. In total, the
memo should be approximately 1000 to 1500 words long.
The memo has three parts: task review, school setting, and suggestion of a new task.
Use the memo format and write the memo to your writing teacher at the HU.
The format: A memo is used for in-company communication, and most are written
by request. Memos do not require a salutation or a closing; do not use “Dear” at the
start and “Regards” at the end in a memo. There is no formal way to close a memo.
You simply stop writing at the point that you announced in the opening overview,
and everyone should know you are finished. Here is the general format for opening
of a memo:
To: The audience (your writing teacher in this case)
From: Your name (followed by a handwritten signature usually only of the first
letter of your first and last name. Naturally, you cannot do this in a digital document
unless you have a lot of computer savvy.)
Date: The date like September 21, 2014 RE: The subject. “Suggestion for a new
writing task” can work in this case.
In the introduction, tell me that you will do the three parts as requested. Explain a
little what will appear in each part so that the reader knows what is coming.
A. Task Review: 300 to 500 words (do not use the warm-up activity)
How can the writing task be described using the ideas in chapter 5?
1. Select a writing task that is relevant to students from the upper levels of
HAVO and VWO. This task can be from your own teaching practice or from
that of a teacher who is kind enough to help. You may wish to collect a few
tasks so you can pick one that works well; well-designed tasks tend to be
more interesting to review. Identify and describe the most relevant of these
elements mentioned in chapter 5 of Second Language Writing (Note that you
cannot do all these elements in the word limit; pick the most relevant):
– Five core components (input, goal, setting, roles, activity)
– Interactional patterns
– Language scaffolding elements
– Composing elements
– The teaching-learning cycle (as is seen on the next page)
2. Answer at least three questions at the end.
· What do you like about the task?
106
· Which problems can you identify?
· Do you see the task differently?
2 Modeling and decon- structing the text
1 Building the context
3 Joint con- struction of the text
5 Linking related text
4 Independent construction of the text
The Teaching-learning Cycle (Source: Feez, 1998:28)
B. School Setting: 300 to 400 words
What problems do you or others encounter when teaching writing? What works?
1. Take a critical look at your school. If you do not teach writing, interview a
colleague who does at your school or in your area. Some topics that might be
relevant to your discussion: time management, student motivation,
materials and writing setting.
2. List the problems you or others encounter when teaching writing in the
upper forms. Clarify if only a few, some, many or all pupils experience the
problem.
3. List also what seems to work well in class most of the time for most pupils.
C. Suggestion for a New Task: 400 to 600 words
How could you create a new writing task for these students in the upper forms?
The new task does not have to be a full-blown assignment. It can be part of a project
or a speaking, listening or reading activity. In this case the goal is to integrate it
seamlessly into the activity. The task can be homework, part of a class, a class, a few
classes or short moments spread over several weeks or months (like the hilarious
letters to themselves written in English by students in the first weeks and opened
after a few months or years to show their progress).
1. Design a writing task using the knowledge you now have. Remember to include
the most relevant aspects mentioned in the task review (from chapter 5) and school
setting above, especially when they help explain your choices. You can use headings
taken from the elements in chapter 5, if you wish. Simply make sure to tell what will
be in this section at the start in an overview or thesis. Here are some helpful tips for
parts that you may want to include:
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108
· Input: Describe or include examples of what they need to write or
the sources to use for writing or invention (texts, graphs, pictures, or other
material).
· Goal: be concrete to aid in formulating assessment criteria and
teaching objectives.
· Activity: do not forget to include moments when the students work
alone.
2. At the end, include a short comment on the value of this process. Do you
think you need all parts of the task review to evaluate writing tasks? Are one
or two elements more helpful to use when looking at tasks? Or, is it best to
use every single step? Every teacher may have a different focus that makes
planning easier, so feel free to air your preferences here without restraint.
3. You can attempt to completely work out the task by attaching handouts and
any input, but the suggestion of how the task will look is sufficient. If you do
work out the task, attach your handouts or the input to the end of the memo.
Words in the attachment do not count towards your word total in the memo.
If you include attachments, list them at the end of your memo, one per line.
This is done in case the pages become separated and the reader cannot be
certain if there were or were not any attachments. Some people like to use
“Att:” or “ATT:” and “ATTS:” for the plural. Only use it if you know the reader
knows what the abbreviation means. Otherwise, use the old faithful
“Attachment(s):”. For example: Attachments: Handout for the task with
assessment criteria Two articles about the current topic
Assessment Form for the Memo
Writing Skills (
1st try /
resit) Date of Review:…………………………………………… Student
Name:………………………………………………………………………………… Teacher
Name:…………………………………………………………………………………
Basic criteria (the memo will not be read if these are not met):

The task for review and new task are for the upper forms.
The new task is new,
not a reworking of the reviewed task.
The memo is approximately 1000 to 1500
words long.
An adequate is needed in all four areas for a pass. Read this rubric like a ladder with
adequate at the base. In other words, if you score above an adequate, you need to
have most of the characteristics below it. If you fail, see the other side.
Content Structure Diction
Mechanics
E
1 0
The materials in the attachment are
completely compelling, useful, and
appropriate.
Extremely graceful use of
conventions of the memo,
paragraphs, and the sentence.
Incredibly precise diction. C2 level with many uses of less
frequent devices and structures.
V G
9
The new task contains well-considered
choices that are apt for the upper form
and often insightful. Creative approach.
Completely controlled emphasis
due to effective cohesive elements
and seamlessly integrated
comments.
Impressive, appropriate
word choice. C2 level with some use of less
frequent devices and structures
G 8
The essay has a very positive effect on
the reader. Perhaps the review shows
surprising insights or the new task
reuses info from the school setting or
includes surprising elements.
All the paragraphs contain a wellfocused
topic sentence, and the
introduction is well worded.
Effective formal, yet
conversational diction.
C1 level with some use of less
frequent devices and structures
H A
7
The task review and new task are well
worked out. The memo has a positive
effect on the reader.
The introduction and most topic
sentences are concrete and
specific.
Concise and advanced
diction with only a little
repetition. “I’’ is used
judiciously.
C1 level with no hint of your
first language in the syntax and
grammar.
A
6, 5
– 5,
5
The memo is long enough and
thoroughly done, showing full grasp of
the main concepts in the chapter. Most
explanations are supported and/or
elaborated completely. The
understanding of the task is apparent.
The introduction contains a fitting
overview that prepares the reader
for all parts of the memo. Memo
conventions are used correctly.
Most paragraphs contain a topic
sentence and detailed elaborations.
Formal, if less focused
diction with linking words
and devices. Author avoids
using “I” and “you” and
contractions. Instead of
using “we”, teachers has
been used.
C1 level with more complex
grammar and a few advanced
mistakes like using awkward
devices and structures and/or
advanced grammar problems
like parallelism.
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Content Structure Diction Mechanics
I 5
Memo lacks thorough development or
clear paragraphing. Perhaps
paragraphs are simply not indented at
the start to help readers see the start.
The reader’s expectations set in
the overview are not met. A few
paragraphs are not developed or
lack a topic sentence.
Some informal or spoken
language appears such as
using “you”, “we”, slang
terms or contractions.
Some basic mistakes like
sentence fragments or comma
splices appear.
I 4
Some comments are not well
supported, or digressions seriously
damage your credibility or line of
thought.
Many paragraphs lack a topic
sentence. Or, the memo lacks an
overview in the introduction.
Many uses of informal or
spoken language. Instead of
being conversational, it is
chatty.
Many basic mistakes appear.
I 3 Several comments lack support or
appear unwarranted.
The topic sentences are difficult to
find or recognize. Many inaccurate word
choices.
Some impeding errors appear.
I 2 One part is not included. There is no introduction.
Offensive diction or
character attacks. Although the mechanics are
basic, it has many mistakes.
I 1
Most of the thoughts in the paragraphs
are unstructured, or the structure is
difficult to see due to poor emphasis
and sequencing.
The essay lacks structure.
Incoherent diction.
The grammar is often
unintelligible or completely
unacceptable.
The letters in the table refer to the English translations of Dutch marks: Excellent
(10), Very Good (9), Good (8), High Adequate (7), Adequate (5.5 to 6.5) and
Inadequate. Teachers may only award whole and half numbered marks: 10, 9.5, 9,
8.5, and so on. Content and structure count more. If one area is inadequate, teachers
may use the lowest mark or average the marks together as long as the final mark is
not a pass.
Short comment with one compliment please:

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