Local Legends Project Overview: This may serve as a final semester project in an advanced reading and writing ESL

course. Students will integrate their speaking and listening skills to conduct an interview with a local resident, draft an article profiling the individual, and publish their article on a class website. This project is suitable for advanced students (of varying academic backgrounds) in an intensive English program who will transition into degree-seeking programs. Task 1: Set Up an Interview Target skills: E-mail & appointment etiquette/register review Authentic input: Introduce students to news/journal articles that profile an individuals work that also include embedded quotations. Example: Domingo Zapata, Artist (http://www.nytimes.com/2013/04/25/fashion/domingo-zapatas-best-kn own-work-may-be-himself.html?ref=arts&_r=0) In-class workshop (Appendix A): E-mail etiquette and register review, how to set up an interview Student task (Appendix A): Set up an appointment for a brief oral interview with a local resident whose work is of interest. Task 2: Conduct Interview Target skills: utilizing appropriate register, speaking & listening, accommodating various rates of speech/accents/styles of speech In-class workshop: As a class, discuss and decide on 3-5 questions that each person must include in their interview. Student task (Appendix B): Conduct interview (including previously decided upon questions) and take notes on outline handout Task 3: Supporting Quotes/Sources & Article Draft Target skills: library/internet research, source citation, appropriate quotation embedding, article structuring, academic writing, peer editing In-class workshop #1 (Appendix C): In pairs/small groups, students bring their interview notes (and/or the audio recording) and share their work. Peers and instructor will then help decode any areas of confusion/misunderstanding and help choose important quotations to use in the article. Student task #1: Find 1-2 sources (books, journals, newspaper articles) that will

provide some brief background information for your reader about your subject and introduce them to your topic. One source/citation is required in the final article. Student task #2: Create a draft of your article. Remember to include at least 3 embedded quotations that you and your peers have decided upon. In-class workshop #2 (Appendix D): Students will peer-edit the drafts of their classmates, giving feedback on grammar and clarity/presentation of information. Task 4: Final Article Publishing & Reflection Target skills: web publishing tools In-class: Introduction to Padlet (http://www.padlet.com/) for students to upload their final documents into a collection of work for the whole class. Student task (Appendix E): Create the final draft of the article, and e-mail a copy of it to the interviewee for their approval before final publishing. CC instructor on the e-mail. After approval has been given, upload final document to class Padlet. In-class final discussion (Appendix F): After projects are published, class will meet to discuss project. This discussion may include tying up loose ends, reflecting on the experience, and sharing ideas about overcoming challenges in projects such as these.

Grading Rubric

Attendance & Participation In-class Workshop: E-mail etiquette In-class Workshop: Interview Questions In-class Workshop: Quotations In-class Workshop: Peer-editing

Complete

Incomplete

Notes:

Requirements Appointment set up with interviewee At least 1 citation used in article At least 3 quotations embedded in article Interviewee e-mailed for final approval Article published on class Padlet

Yes

No

Notes:

Quality of Work Correct grammar and spelling Academic register Clarity of ideas

Score (1=Poor, 5=Excellent) 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5

Notes: