Teaching and Assessing Presentational Communication in AP French Language and Culture

Transcription

1 Teaching and Assessing Presentational Communication in AP French Language and Culture Brian G. Kennelly California Polytechnic State University AP Annual Conference San Francisco, CA 22 July 2011

2 Overview I. Where Does Presentational Communication Fit In? II. Learning Objectives and Achievement Level Descriptions III. Integrated-Skills Assessments IV. Sample Exam Items V. Characteristics of Strong Responses & Scoring Guidelines VI. Instructional Goals VII. Exam-Taking Strategies 2 Teaching and Assessing Presentational Communication

3 I. Where Does Presentational Communication Fit In? 3 Teaching and Assessing Presentational Communication

4 Exam Sections 4 Teaching and Assessing Presentational Communication

5 II. Learning Objectives and Achievement Level Descriptions 5 Teaching and Assessing Presentational Communication

6 Presentational Writing Learning Objectives & Achievement Level Descriptions 6 Teaching and Assessing Presentational Communication

7 Presentational Writing Achievement Level Descriptions (continued) 7 Teaching and Assessing Presentational Communication

8 Presentational Writing Achievement Level Descriptions (continued) 8 Teaching and Assessing Presentational Communication

9 Presentational Writing Achievement Level Descriptions (continued) 9 Teaching and Assessing Presentational Communication

10 Presentational Speaking Learning Objectives & Achievement Level Descriptions 10 Teaching and Assessing Presentational Communication

11 Presentational Speaking Achievement Level Descriptions (continued) 11 Teaching and Assessing Presentational Communication

12 Presentational Speaking Achievement Level Descriptions (continued) 12 Teaching and Assessing Presentational Communication

13 Presentational Speaking Achievement Level Descriptions (continued) 13 Teaching and Assessing Presentational Communication

14 III. Integrated-Skills Assessments 14 Teaching and Assessing Presentational Communication

15 Integrated-Skills Assessment Presentational Writing Students write a persuasive essay on a specific topic. They present the viewpoints expressed in a print source and an audio source while stating and supporting their own viewpoint on the topic. Students also cite information from a third source (chart, map with text, or table) as support. Opinions on the topic in the print and audio sources are different. Third source does not necessarily present an opinion. Print source (journalistic article or literary text) Audio source (interview, report, or announcement) 15 Teaching and Assessing Presentational Communication

16 Integrated-Skills Assessment Presentational Writing Written summary of print piece (article, letter to editor, literary excerpt) that presents opinion on particular issue Third source (no opinion necessary) Followed by summary of audio piece (radio show, podcast, public service announcement) on particular topic Followed by opinion of student on the issue Combines listening and writing 16 Teaching and Assessing Presentational Communication

17 Integrated-Skills Assessment Presentational Speaking Students plan and give a two-minute oral presentation on a topic related to one of the six course themes. In the presentation, students first use description and narration to talk about their own experiences concerning the topic. Then, they make a comparison to something they have learned about the French-speaking world in relation to the topic. There is no source material/stimulus, only a prompt; students may cite examples from class readings or discussions, personal observations, life experiences, and the like. 17 Teaching and Assessing Presentational Communication

18 Integrated-Skills Assessment Presentational Speaking Oral presentation about cultural tradition (e.g. a holiday, a rite of passage) in which student compares his/her culture/community/family experiences to an area of French-speaking world about which student knows something Student cites examples from reading or films/programs viewed, class discussions, personal observations, life experiences Combines speaking with other skills 18 Teaching and Assessing Presentational Communication

19 IV. Sample Exam Items 19 Teaching and Assessing Presentational Communication

20 Sample Exam Items Presentational Writing Approximately 55 minutes 20 Teaching and Assessing Presentational Communication

21 Excerpt of a letter entitled Langue française, état d urgence, published in December 2009 by a collective of French labor associations Article describes a state of emergency for the French language, thus implying a yes response to the question posed in the essay topic Article is a call to action the French people and government must do something to resist the everincreasing presence of American English in France Several examples are cited of the invasion of American English in various domains of French professional life (business, scientific research, academia) 21 Teaching and Assessing Presentational Communication

22 Sample Exam Items Presentational Writing (continued) Approximately 55 minutes 22 Teaching and Assessing Presentational Communication

23 Graphic published in Le Monde in December 2009, based on data provided by the translation offices of the European Commission Graphic shows change over time ( ) in the percentage of documents originally written in English, French, German, and other languages submitted for translation 23 Teaching and Assessing Presentational Communication

24 Sample Exam Items Presentational Writing (continued) Approximately 55 minutes 24 Teaching and Assessing Presentational Communication

25 Excerpt of a lecture entitled Renouveau et perspectives de la langue française, given in February 2009 by Bernard Cerquiglini, an expert in the history of the French language Cerquiglini s comments imply a no response to the question posed in the essay topic He explains that throughout the history of the French language, the presence of foreign words has been a sign of its vitality There are not any more foreign words now in French than there were in the past; the words are just different (coming mainly from English instead of Latin, for example) 25 Teaching and Assessing Presentational Communication

26 Sample Exam Items Presentational Writing (continued) Approximately 55 minutes 26 Teaching and Assessing Presentational Communication

27 Sample Exam Items Presentational Writing (continued) Approximately 55 minutes 27 Teaching and Assessing Presentational Communication

28 Sample Exam Items Presentational Speaking 28 Teaching and Assessing Presentational Communication

29 Sample Exam Items Presentational Speaking (continued) 2 minutes to respond 29 Teaching and Assessing Presentational Communication

30 V. Characteristics of Strong Responses and Scoring Guidelines 30 Teaching and Assessing Presentational Communication

31 Presentational Writing Characteristics of STRONG Responses Students organize responses into clear paragraphs with effective transitions Students cite at least one specific and relevant example from each of the three sources and are able to provide some elaboration Students offer more than a general summary statement of each source but integrate specific examples into discussion of essay topic 31 Teaching and Assessing Presentational Communication

32 Presentational Writing Characteristics of STRONG Responses (continued) Students not required to dedicate equal time or space in essays to each of the three sources and to their own viewpoints Students will present examples from all three sources and also state and briefly support their opinions on subject with specific and relevant comments or examples 32 Teaching and Assessing Presentational Communication

33 Scoring Guidelines Presentational Writing 33 Teaching and Assessing Presentational Communication

34 Presentational Speaking Characteristics of STRONG Responses Presentations are organized and effectively address topic by including examples that represent both sides of cultural comparison (i.e. students family, school or community and an area of the French-speaking world) Examples need not be numerous if well described, one example for each side of the comparison is sufficient and students do not have to dedicate equal time to each side of the comparison Examples cited are specific (i.e. not merely cultural stereotypes or generic statements), relevant to the topic, and students are able to provide some elaboration 34 Teaching and Assessing Presentational Communication

35 Scoring Guidelines Presentational Speaking 35 Teaching and Assessing Presentational Communication

36 Scoring Guidelines Presentational Speaking (continued) 36 Teaching and Assessing Presentational Communication

37 VI. Instructional Goals 37 Teaching and Assessing Presentational Communication

38 Instructional Goals Presentational Writing Paragraph organization (introduction; points of view of sources with examples; point of view of student with examples; conclusion) Appropriate examples (cited or paraphrased) Transitional apparatus Variety of discursive functions: summarize, describe, explain, recount, compare, convince 38 Teaching and Assessing Presentational Communication

39 Instructional Goals Presentational Speaking Organization (introduction; observations re. self and community of student; observations re. Francophone community using comparison; conclusion) Appropriate examples from materials read, viewed, listened to, personal experiences, and observations Transitional apparatus Variety of discursive functions summarize, describe, explain, recount, compare, convince 39 Teaching and Assessing Presentational Communication

40 VII. Exam-Taking Strategies 40 Teaching and Assessing Presentational Communication

41 Exam Strategies Presentational Writing Time management: students have printed material in front of them the whole time Print sources: for first 6 minutes, scan the article and chart, and underline examples to use in essay Audio source: take notes in order to be able to use example or two in essay; audio played twice Others? 41 Teaching and Assessing Presentational Communication

42 Exam Strategies Presentational Speaking Role-Play Activity Followed By Discussion Use of Recommended Contexts for Exam Practice 42 Teaching and Assessing Presentational Communication

43 works.bepress.com/bkennell/