Task Analysis (Course Level)
Course Objective: Meet academic
language expectations in writing
within an American university
1. Use effective, academic
paragraphing techniques
A. Use effective prewriting strategies
a. Generate and select a college
appropriate topic
b. Use a variety of techniques to
generate an appropriate essay
topic
c. Analyze audience and purpose
to fulfill assignments
d. Manage paragraph
organization and transitions to
develop effective
essays.
B. Use effective drafting strategies
a. Create college appropriate
written communication
b. Understand and utilize library
facilities to do effective research
c. Integrate and document outside
sources into student authored texts
d. Create an academically
appropriate thesis statement
e. Support a thesis statement
using common rhetorical styles
C. Use effective revision strategies
a. Practice self-feedback on
papers
b. Understand and implement peer
revision strategies
c. Understand and use campus
writing center
D. Use effective editing strategies
a. Recognize and correct the most
highly stigmatized errors in
academic writing
b. Use differing academic writing
formats used in academic writing
c. Demonstrate sufficient basic
computer skills to create a paper
appropriate for submission in a
university level course *
2. Know and use common
academic writing genres
d. Argumentative essay
c. Comparison/contrast essay
c. Use appropriate supporting
details: facts, quotations,
statistics
b. Cause/effect essay
b. Maintain unity and
coherence
a. Process essay
a. Know and use paragraphing
structures
Control Surface Features
1. know
and use
common
types of
sentences
2. indentify
and fix
sentence
problems
3. know
and use
correct
noun
clauses
* These learning events follow a spiral sequencing throughout the course, while the other events occur topically.
4. know
and use
correct
adverb
clauses
5. know
and use
correct
participial
phrases
6. know
and use
correct
adjective
clauses
Task Analysis (Module Level)
Objective: Students will be
able to write process essays
in chronological order.
1. Students will be able to
define what a process
essay is.
2. Students will be able to
write a process thesis
statement.
3. Students will be able to
write a process essay.
d. Learn how process essay
is organized
e. Write process thesis
statement
i. Edit
h. Peer review
c. Identify steps in the
process in chronological
order
b. Select process
d. Identify signal words that
indicate process
g. Write conclusion
c. Know what a process
thesis statement is / does
f. Write body paragraphs
e. Write introduction
a. Learn what the
chronological order is
------------------------------------Prerequisite
b. Know what a thesis
statement is
d. Write thesis statement
c. Make outline
a. Know what signal words
mean
b. Break down process into
steps
a. Select a process topic
* The purpose of breaking down a learning module is to
prepare to demonstrate how blended learning can be
applied on a task level.