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AKLAN STATE UNIVERSITY

Banga, Aklan
2nd Sem/AY 2021-2022

Department: College of Teacher Education Course Code: ENG 28

Name of Instructor: Sharmaine L. Lava Schedule:
Course Descriptive Title: Teaching and Assessment of Literature Studies Semester: 2nd Sem/A.Y. 2021-2022

Name of Student: ________________________________________ Year and Section: ________________________

Student ID Number: ______________________________________ Contact Number: _________________________
Email Address: __________________________________________ Alternate Contact Number: __________________

 Module Release: February 28, 2022

 Submission of Tasks and Assignments: via E-mail [email protected]
 FB Social Learning Group: Eng 28 – Teaching and Assessment of Literature Studies

“To assess the quality of thoughts of people, don't listen to their words, but
watch their actions.” ― Amit Kalantri

MODULE 2 CONTENT
OVERVIEW
In Module 2, you will study the Models, Approaches, and Assessment Strategies to Teaching Literature
and what it involves. Also, you will encounter terms and definitions often used in a literature class and
other related English major subjects. These terms are useful to fully understand the whole course.

Along with these concepts, you will encounter activities that will gauge and evaluate your learning and
comprehension regarding the subject matter. Materials for your references are also available and
attached in this module. For this week, you are expected to gear yourself with the basic understanding of
the course in preparation for a larger scope of commitment to learn Teaching and Assessment of
Literature Studies.

WEEK 3-4 [MODELS , APPROACHES, AND ASSESSMENT STRATEGIES TO TEACHING LITERATURE] OBJECTIVES
By the end of this chapter/week, you will be able to:
1. identify appropriate methods and approaches to teach literature; and
2. discuss the right books, reading materials, and comprehension questions in teaching literature.

WEEKLY SCHEDULE
This week, we will utilize blended learning method. Upon receiving this learning module, you shall be
guided with the lessons, discussions, and tasks need to be completed. The discussion part of this module
is for your independent reading. Make sure to read and understand the provided notes and feel free to
use books or online references provided therein if you can access online. Prepare your inquiries and
questions regarding the topics in our scheduled limited face to face class. Also, you can reach me out for
your clarifications through my email [email protected], or you can reach me out via messenger
just in case we cannot meet in person.

DISCUSSION
MODELS IN TEACHING LITERATURE
Literature in the Classroom
 The reasons for teaching literature necessarily transcend the particular circumstances, places, and
contexts in which literature is taught. Three main reasons for the teaching of literature have been
consistently advanced. Each embraces a particular set of learning objectives for the student of
literature. These are:
a) cultural model
b) language model
c) personal growth mode
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Three Models for Teaching Literature

1. Cultural Model
 stress the value of literature in encapsulating the accumulated wisdom, the best that had been
thought and felt within a culture
 enables students to understand and appreciate cultures and ideologies different from their own
in time and space
 associated with a more teacher-centered, transmissive pedagogic mode, which focuses on the
text as a product about which students learn to acquire information

2. Language Model
 language is the literary medium, that literature is made from language and that the more students
can read in and through language, the better they will be to come to terms with a literary text as
literature
 supply many linguistic opportunities to the language teacher and allow many of the most valuable
exercises of language learning to be based on material capable of stimulating greater interest and
involvement that can be the case with many language teaching texts

3. Personal Growth Model

 helps students achieve an engagement with the reading of literary texts; the test of the teacher’s
success in teaching literature is the extent to which students carry with them beyond the
classroom and enjoyment and love for literature
 the teacher has to stimulate and enliven students in the literature class by selecting texts to which
students can respond, and in which they can participate imaginatively

Study of Literature vs. Literature as a Resource

Study of Literature
 involves reading literature within an academic, institutionalized setting for purposes of obtaining
qualifications in literary studies
 students should show an ability to use critical concepts and literary conventions in talking and
writing about literature
 fosters an understanding of literature as a body of texts, and a view of literary texts as belonging
to a background of specific historical, social, and ideological contexts

Literature as a Resource
 suggests a less academic, though no less serious approach to the reading of literature
 literature is considered as a legitimate and valuable resource for language teaching

Knowledge about Literature vs. Knowledge of Literature

Knowledge about Literature
 Knowledge about literature means accumulating facts about literary contexts, dates, titles of
texts, names of conventions, literary forms, among others; easily becomes knowledge for its own
sake, and does not automatically lead to a more responsive reading or to a ruler interpretation of
a text
Knowledge of Literature
 Knowledge of literature is better expressed in terms of pleasure and enjoyment rather than in
terms of the accumulation of facts. Knowledge of literature is more likely to be conveyed by
activity-based, student-centered approaches, which aim to lead to a high level of personal
response and involvement.

Literature & How It should be Taught

Competencies and skills that students should learn: When literature is taught as a craft, rather than as a
body of isolated information, we want students to learn the following competencies and skills:
 How to recognize subtle and complex differences in language use.
 How to read figurative language and distinguish between literal and metaphorical meaning.
 How to seek out further knowledge about the literary work, its author, its content, or its
interpretation.
 How to detect the cultural assumptions underlying writings from different time or society, and in
the process to become aware of one’s own cultural assumptions.
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 How to relate apparently disparate works to one another, and to synthesize ideas that connect
them into a tradition or into a literary period.
 How to use literary models as cultural references, either to communicate with others or to clarify
one’s own ideas.
 How to think creatively about problems by using literature as a broadening of one’s own
experience and practical knowledge.
 How to read closely, with attention to detailed use of diction, syntax, metaphor, and style, not
only in high literary works, but in decoding the stream of language everyone in modern society is
exposed to.
 How to create literary texts of one’s own, whether imaginative or critical.
 How to think creatively within and beyond literary studies, making some connections between
the literary work and one’s own life.
 How to work and learn with others, taking literature as a focus for discussion and analysis.
 How to defend a critical judgment against the informed opinions of others.

Constructing & Deconstructing the Classics

 If there are norms created that determine the inclusion of a text in a canon, then these norms
represent cultural biases, which teachers need to acknowledge and bring to students’ awareness
in order that classical texts be not only fully appreciated but also critically responded to.
 What makes a text a classic is not just the words and the content, but also the context that
surrounds it. One can recognize something written as classic because it is declared as such by the
immediate context in which one finds it.
 Not only must we choose our classics to make sure they represent the diversity of humanity, but
we must also recognize that they must be treated with a little less reverence, must be questioned
in order to distill the truth.
 For the [literature] classroom to be a true meeting of minds that allows a genuine learning
experience, we must allow the articulation of conflicting and dissident ideas. For only when we
read critically can reading the classics be a truly liberating act. Only when we question, can we
begin to truly understand.

Interfacing Language & Literature

 The real issue for teachers is not whether language and literature should be separate or together.
Rather it is how they can make their students become aware of the way in which the language
patterns of a literary text can help them understand the meaning or meanings embodied in that
text.
 Literary texts are used as material for helping students acquire reading competencies and for
exposing them to the creative uses of language. Emphasis of literature teaching is the use of
literature as a tool for learning other skills. Therefore, the classroom becomes an arena for
allowing students to generate and express ideas, appreciate the writer’s craft, and respond to
themes relevant to their personal growth.

 Teachers need to make a shift in their view of teaching literature from a largely humanistic model
to one that encourages an eclectic approach that sees literature as a resource for both language
development and literary appreciation.
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APPROACHES TO LITERATURE
Information-Based Approach
1. Elicit information from students about the text.
2. Explain the content of the text to the class.
3. Ask questions to check students’ knowledge based on what they have read.
4. Provide students with background information.

Personal-Response Approach
1. Encourage students to relate the themes to personal experiences
2. Elicit students' response to a text
3. Encourage students to express feelings towards the issues of the text

Language-Based Approach
1. Guide students to express their opinions towards a text
2. Set language activities in literature lesson
3. Encourage students to actively participate in the process of understanding the meaning of text
4. Students work with their classmates in the process of understanding the text
5. Generate language practice using the text

Paraphrastic Approach
1. Re-tell the text to students to help them understand
2. Use simple terms to explain what the story is about to students
3. Discuss what the author says in the text
4. Get students to tell the storyline of the text

Moral-Philosophical Approach
1. Incorporate moral values in lessons
2. Ask students the values they learn from the text
3. Get students to search moral values from a text
4. Raise students' awareness of values derived from the text

Additional Approaches to Teaching Literature

1. Reading for Plot and Comprehension
This might not be the most exciting approach to reading, but comprehension is the first step
toward any deeper understanding. When you approach any book as a class, it's always worth making sure
that students are at least able to identify what happened in any passage before exploring the text at a
deeper level. You'd be surprised at how many "Aha! moments" will happen for your students after
spending just a few minutes discussing basic plot events.

For classes that are struggling with comprehension, reading in class, either aloud as a group or
silently with an audio recording, can be very helpful.

2. Reading for Theme

While comprehension is a necessary first step, looking deeper, at the intent, purpose, or meaning
of the book is also essential. One of the best places to start is the theme, or the central topic that a text
covers. Every book that has one—not all do—develops its theme differently, so organizing your curriculum
around books with similar themes can be a great way to tie it together. Try looking at the different
treatments of the American Dream in A Raisin in the Sun and The Great Gatsby or examining coming-of-
age themes in The Glass Castle and To Kill a Mockingbird.

3. Reading for Author's Craft

One of the most rewarding ways to explore a book is through a close reading of the text to
examine not only what the story means, but also how the author communicates that meaning. Is the novel
exciting? What makes it exciting? Why do we laugh where we do? How does the author manage to make
us like the main character even though he or she has some serious flaws? A close reading is a deep
investigation of the patterns in a book and of the techniques the author uses, from word choice and syntax
to rhetorical devices and symbolism.
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A great way to get started with this type of reading is to break down a poem, which is usually
more densely packed than a novel, or take a look at a couple of key passages from a longer work. It takes
more time to really dig into a book this way, but the rewards can be remarkable.

4. Approaching Literary Theories

While it's common to think of literary theories as the realm of college or graduate students, you'd
be surprised how powerful a lesson based on literary theory can be for students in 9th or 10th grade or
reluctant readers who tend to tune out during more traditional studies of literature. Looking at a story
from a feminist or archetypal angle or focusing on social class struggles within the text can make books
come to life for many students.

5. Using Bloom's Taxonomy

Benjamin Bloom, an educational theorist, developed models for understanding the ways that
students learn. By using these models, you can help classes progress from a rudimentary understanding
of the basic language being used all the way up to synthesizing multiple sources and developing their own
original analysis of the text. If you're looking for ways to tie together a variety of approaches in a way that
support different learning objectives, Bloom's model will help.

6. Response Journaling
Writing about literature doesn't always have to be a formal process in which the goal is the typical
five-paragraph essay. With response journaling, students are encouraged to write about what they're
reading and draw personal connections to their own lives. Whether they're describing how the book
makes them feel, conveying how they'd react in a similar situation or recreating events from their own
lives that are similar to those in a book, journaling can help. Journaling also encourages regular writing
practice, helps students build personal connections to literature, and gives classes fun writing practice on
a regular basis.

7. Reading for Vocabulary

Sure, a strong vocabulary can help reading comprehension, but active reading is also essential to
building vocabulary. By using the books you're teaching in class as a source of vocabulary words, you can
give your classes relevant words in authentic contexts and teach your students to use context clues to
figure out the meanings on their own.

8. Working with Groups

Reading often feels like a solitary activity, so getting students working together on projects—
whether it's completing a graphic organizer, putting together a skit, or developing a poster—when
students talk amongst themselves about what they're reading, they'll learn about other people's opinions
on the books and help each other get the most out of what's being read.

9. Reading for Fun

Never forget that every author who has ever put pen to paper did so for his or her book to be
enjoyed. Sometimes it's worth just asking your students to curl up on the couch with a cup of cocoa and
read a great story.
None of these methods are mutually exclusive, and the best teachers tend to use more than one through
the course of a particular unit or throughout the year.

ASSESSMENT STRATEGIES IN TEACHING LITERATURE

What is Language?
What is Literature?
What is Assessment?
Why do we assess students?
 In creating a quality test, the teacher should consider the characteristics of a good test. A good
test should have a positive effect on learning, and teaching should result in improve d learning
habits.
 The test should enable the teacher to find out which parts of the language program cause
difficulty for the class. This way the teacher can evaluate the effectiveness of the syllabus as well
as the methods and materials used during the lesson proper
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 A good test should also motivate by measuring student performance without in any way setting
“traps” for them. A well –developed language test should provide an opportunity for students to
show their ability to perform certain language tasks.
 A test should be constructed with the goal of having students learn from their weaknesses. If this
is followed, a good test can be used as a valuable teaching tool.

Major Skill Areas

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Assessment is the act of gathering information in order to understand the individuals learning and needs.
In the context of language teaching and learning, it refers to the act of collecting information and making
judgment about the learner’s knowledge of language and ability to use it.

Testing refers to the procedures that are based on tests. In learning it is a salient part of assessment.

Measurement broadly includes testing and other types of measurement, as well as other types of
information that result in quantitative data such as attendance, records, questionnaires, teacher ratings
of students, etc.

Evaluation refers to the culminating act of interpreting the gathered information for the purpose of
making judgment about student’s learning and needs. It forms as part of assessment.

Construct - the skill or proficiency an assessment is intended to measure

ELL- English language learner Response - any kind of performance to be evaluated as part of an
assessment, including multiple-choice answers, short answers, extended answers, essays, presentations,
demonstrations, or portfolios.
Rubric - the scoring criteria, scoring guide, rating scale, and descriptors

Task - a specific test item, topic, problem, question, prompt or assignment

Assessment and Evaluation Principles

1. Assessment and evaluation are essential components of the teaching-learning process. They
should be planned and continuous activities should be derived from curriculum objectives and
consistent with instructional and learning strategies.
2. A variety of assessment and evaluation techniques should be used. Techniques should be selected
for their appropriateness to student’s styles and to the intended purposes.
3. Teachers should communicate assessment and evaluation strategies and plan in advance,
informing the students of the objectives and assessment procedures.
4. Assessment and evaluation should be fair and equitable.
5. Assessment and evaluation should help students. They should provide positive feedback and
encourage students to participate actively in their own assessment in order to foster lifelong
learning and enable them to transfer knowledge and abilities to their life experiences.
6. Assessment and evaluation data and results should be communicated to students and parents/
guardians regularly, in meaningful ways.
7. Assessment and evaluation should use variety of techniques and tools.

Purposes of Assessment
1. Assessment for Learning
Focuses on the gap between where the learner in in his learning, and where he needs to
be- the desired goal. This can be achieved through processes such as sharing criteria with learners,
effective questioning and feedback. “All those activities undertaken by teachers an/or by
students, which provide information to be used as feedback to modify the teaching and learning
activities in which they are engaged.”(Black and William)

Learners learn best when…

 they understand clearly what they are trying to learn, and what is expected of them.
 they are given feedback about the quality of their work and what they can do to make it better.
 they are given advice about how to go about making improvements.
 they are fully involved in deciding what needs to be done next, and who can give them help if they
need it.
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2. Assessment As Learning
It is about reflecting the evidence of learning. This is part of the cycle of assessment where
pupils and staff set learning goals, share learning intentions and success criteria, and evaluate
their learning through dialogue and self and peer assessment. Through this, learners become
more aware of;
 What they learn
 How they learn, and
 What helps them learn

3. Assessment of Learning
This involves working with the range of available evidence that enables staff and the wider
assessment community to check on students’ progress and using this information in a number of ways.

Assessment of Learning also provides an arena for the management and planning of assessment,
and for teachers to work collaboratively with the evidence. It connects assessment with the curriculum.

 Judgment about students’ learning need to be dependable. This means that; a. They are valid b.
They are reliable c. They are comparable

Functions of Language Tests

In Learning
 Tests are used to measure students’ language ability, to discover how much they have been
learning, to diagnose students’ strengths and weaknesses and to motivate students in learning.

In Teaching
 Tests are used in teaching as a means to ensure effective teaching, to improve teaching quality
and to obtain feedback on student learning
 Tests can have a backwash effect, which means that they may result in changes of instructional
programs or teaching practices to reflect the test contents because language teachers want their
students to do well on high stakes tests for many different reasons.

In Research
 Language tests have a potentially important role in virtually all research, both basic and applied,
that is related to the nature of language proficiency, language processing, language acquisition,
language attrition, and language teaching.

Kinds of Assessment and Evaluation

1. Diagnostic Assessment and Evaluation
This usually occurs at the beginning of the school year and before each unit of study.

Purpose: to determine students’ knowledge and skills; learning needs, motivational and interest
levels. By examining the results of diagnostic assessment, teachers can determine where to begin
instruction and what concepts or skills to emphasize.

Diagnostic assessment provides information essential to teachers in selecting relevant

learning objectives and in designing appropriate learning experiences for all students, individually
and as a group. Keeping diagnostic instruments for comparison and further reference enables
teachers and students to determine progress and future direction.

2. Formative Assessment and Evaluation

Focus on the processes and products of learning. Formative assessment is continuous and
is meant to inform the student, the parent/guardian, and the teacher of the student’s progress
toward the curriculum objectives. This type of assessment and evaluation provides information
upon which instructional decisions and adaptations can be made and provides students with
directions for future learning.
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Involvement in constructing their own assessment instruments or in adapting the ones the
teacher has made allows students to focus on what they are trying to achieve, develops their thinking
skills, and helps them to become reflective learners.

For peer assessment to be successful, students must be provided with assistance and the
opportunity to observe a model peer assessment session. Through peer assessment, students have the
opportunity to become critical and creative thinkers who can clearly communicate ideas and thoughts to
others. Instruments such as checklists or learning logs, and interviews or conferences provide useful data.

3. Summative Assessment and Evaluation

This occur most often at the end of a unit of instruction and at term or year end when
students are ready to demonstrate achievement of curriculum objectives.
Main Purposes: Determine knowledge, skills, abilities and attitudes that have developed over a
given period of time

Types of Assessment Tools

Assessment data can be collected and recorded by both the teacher and the students in a variety
of ways. Through observation of students, and in interviews or conferences with students, teachers can
discover much about their students’ knowledge, abilities, interests, and needs.

Whatever method of data collection is used, teachers should:

 meet with students regularly to discuss their progress
 adjust rating criteria as learners change and progress

1. Observation
This occurs during students’ daily reading, writing, listening and speaking experiences. It is an
unobtrusive means by which teachers (and students) can determine their progress during
learning.

2. Anecdotal Records
These are notes written by the teacher regarding student’s language behavior, or learning.
 document and describe significant daily events, and relevant aspects of student activity
and progress
 notes can be taken during student activities or at the end of the day.

3. Checklists
Observation checklists are usually completed while students are engaged in specific criteria that
teachers focus on at a particular time or during a particular process.
 used to record whether students have acquired specific knowledge, skills, processes, abilities and
attitudes
 inform teachers about where their instruction had been successful and where students need
assistance or further instruction

4. Rating Scales and Rubrics Rating Scales record the extent to which specific criteria have been
achieved by the student or are present in the student’s work. They record the quality of the
student’s performance at a given time in a given process. Rating scales are similar to checklist, it’s
just that teachers can assign number values to the criteria listed.

Rubrics include criteria that describe each level of the rating scale and are used to determine
student progress in comparison to these expectations.

5. Portfolios
 Are collections of relevant works that reflect student’s individual efforts, development
and progress over a designated period of time.
 It provides a broad picture of the student’s growth overtime, including abilities,
knowledge, skills and attitudes.
 Students should be involved in the selection of work to be included.
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6. Speaking and Listening

 Oral presentations and incidental observations provide opportunities to gather
information about the students’ two abilities.
 It may be more heavily emphasized depending upon the particular unit or activity

Kinds of Language Tests

 Proficiency Tests
 Achievements Tests
 Diagnostic Tests
 Placement Tests

REFERENCES OF THE T OPIC /S

[EL%20106/Introduction-to-Teaching-Literature-VALLENTE-JOHN-PAUL-C.pdf]
[Malaysian Online Journal of Educational Science]
[https://www.prestwickhouse.com/blog/post/2019/11/9-approaches-to-teaching-literature]
[https://www.slideshare.net/josephestroga/language-and-literature-assessment]

TEST AND EVALUATION

TASK DIRECTIONS
1. Go over your module, read and understand so that you can answer the evaluation comprehensively.
2. You can search online for further readings through the links provided above but you are not allowed to
copy answers from Google.
3. Ask for clarification (that is, ask questions) if needed.
4. Please practice independent reading and independent learning in this new normal set up.
5. Most importantly, STAY SAFE always!
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ANSWER THESE!

TEST I
Direction: Copy the following questions and answer in 3-5 sentences only.
1. Briefly discuss the difference of the three models in teaching literature. What is the purpose of
these models in teaching?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What do you think is the most convenient approach to be used in teaching literature in high school
students?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Discuss the difference between assessment, measurement, testing, and evaluation. Give
examples where these four key concepts are applied.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Based on your experiences, what do you think are the functions of tests in learning? List down
your experiences.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. What essential principles about assessment and evaluation should educators especially classroom
teachers bear in mind?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

DO THESE!
Direction: Do the following tasks on a sheet of bond paper.
1. Make a 3-5 pages vocabulary worksheet suited for a Junior High School students. You can pattern
or get your vocabulary words in the stories of Philippine or World Literature. You are free to design
your own worksheet depending on how you will assess the vocabulary skills of your learners.

2. Read the story “Zita” by Arturo Rotor in Philippine Literature. Create five (5) essay questions about
the story ‘Zita’ then make your own scoring rubric on how will you evaluate or check the essay.
The rubric should describe each level of the rating scale and should determine student’s progress
in comparison to what is expected.

3. Observation is one of the assessment tools used to measure the student’s progress. This occurs
during students’ daily reading, writing, listening and speaking experiences. Cite a situation or
instances where an observation is applicable in assessing the student’s learning specifically in
literature subjects.

DIRECTIONS FOR SUBMISSION OF T ASK AND EVALUATION

[You can pass your evaluation task through online or in person. If you prefer online, kindly send it to my email
account, [email protected], or you can submit in our FB Learning Group comment section.]
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GRADING
[Scoring Rubrics for Task and Evaluation]

Numerical Letter Description

Value Value

1. The student includes meaningful, substantial, relevant, informative,

100-95 A+ and accurate contents.
2. She/he observes always the logic in paragraph development &
organization.
3. She/he observes always the appropriate transitional expressions &
words.
4. She/he applies always the rules of English grammar.

1. The student includes often meaningful, substantial, relevant,

informative, and accurate contents.
94-90 A- 2. She/he observes often the logic in paragraph development &
organization.
3. She/he observes often the appropriate transitional expressions &
words.
4. She/he applies often the rules of English grammar.

1. The student includes fairly meaningful, substantial, relevant,

informative, and accurate contents.
89-85 B+ 2. She/he observes fairly the logic in paragraph development &
organization.
3. She/he observes fairly the appropriate transitional expressions &
words.
4. She/he applies fairly the rules of English grammar.

1.The student includes seldom meaningful, substantial, relevant,

informative, and accurate contents.
84-80 B- 2. She/he observes seldom the logic in paragraph development &
organization.
3. She/he observes seldom the appropriate transitional expressions &
words.
4. She/he applies seldom the rules of English grammar.

1.The student includes poorly meaningful, substantial, relevant,

informative, and accurate contents.
79-75 C+ 2. She/he observes poorly the logic in paragraph development &
organization.
3. She/he observes poorly the appropriate transitional expressions &
words.
4. She/he applies poorly the rules of English grammar.

1. No attempt to respond to the written task.

74-65 C- 2. No effort can be gleaned from the student to meet the writing task.

END of LEARNING MODULE 2