Reflecting the Department’s educational goal that students should acquire sophisticated multiple literacies through the study of German, the Department places great emphasis on students’ writing development, beginning with Level I and across all curricular levels.
Curricular and pedagogical documents that specifically focused on writing were developed over a number of semesters, beginning with the spring of 2000. After multiple revisions that benefited especially from work done in two of the teacher-researcher groups that collaborated under the Spencer Grant (2000-2002), the bulk of the work was completed and agreed upon at an all-department meeting at the end of the fall semester 2002.
This portion of our curricular web site provides a summary of that multi-semester work. It is organized into the following sections:
- Overview of writing-related principles and practices
- The special role of genre in content-oriented pedagogies
- Fostering writing development through task-based writing
- Writing development across the curricular levels
- Linking meaning and form: Language foci and weighting in writing tasks by Level
- Assessment and grading of writing performances
- Assessment of a particular writing performance
- Research on writing development in the GUGD
Visitors to the web page are invited to consult the individual sections for details. A number of these sections contain principles and/or curricular and pedagogical documents that have become central for departmental practice regarding the development of our students’ writing ability in German. There is also a published account (Heidi Byrnes, “The role of task and task-based assessment in a content-oriented collegiate foreign language curriculum,” Language Testing 19,2 (2002):419-437) that reflects an earlier phase of the department’s engagement with student writing.
December 7, 2002 (updated November 15, 2003); revised May 2011