low stakes writing for fun & fluency
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Low Stakes Writing for Fun & Fluency. Heidi Fridriksson Brunei-US English Language Fellow, National Institute of Education in Cambodia. Overview. Definition of low stakes writing Why use low stakes writing? Common teacher concerns Low stakes writing tools. - PowerPoint PPT PresentationTRANSCRIPT
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Low Stakes Writing for Fun & Fluency
Heidi FridrikssonBrunei-US English Language Fellow,
National Institute of Education in Cambodia
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Overview
• Definition of low stakes writing
• Why use low stakes writing?
• Common teacher concerns
• Low stakes writing tools
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What exactly is low stakes writing?
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What exactly is low stakes writing?
Low Stakes High Stakes
<--------------------------------------------------------------------------->Freewrite Blog Book Review Research Paper
Journal Email to Teacher Argument Essay Exam
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Why low stakes writing?
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Low stakes writingdevelops fluency &
enhances engagement
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Low stakes writing reduces anxiety
“a safe place to try out new language, to experiment”
-Williams, 2008
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Low stakes writing allows students to
personalize their writing & find their voice in English
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Common Concerns
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Common Concerns
• Assessment
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Common Concerns
• Assessment
• Time (in the term)
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Common Concerns
• Assessment
• Time (in the term)
• Time (in the day)
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Common Concerns
• Assessment
• Time (in the term)
• Time (in the day)
• Variety
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Common Concerns
• Assessment
• Time (in the term)
• Time (in the day)
• Variety
• Level
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Think Pair Share
Low stakes writing to prepare ideas
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• Think: Ss write for a short time (2-5 min usually) on a topic
• Pair: Ss share what they wrote with a partner
• Share: Ss share answers with the full class
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Try It!
Think / Pair / Share
Have you ever used low stakes writing in your teaching? What kind of low stakes writing tools did you use?
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Picture Composition
Low stakes writing for mixed ability groups
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• Students look carefully at the picture
• Teacher pre-teaches vocab and asks WH questions to give them ideas
• High students can write a whole story; low students can write just a few words
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Multi-Entry Journals
Low stakes writing as conversation with text
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The Author Says
In this space, put quotations or ideas from the reading
I Say
In this space, put down your responses to the author’s ideas
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The Author Says
In this space, put quotations or ideas from the reading
I Say
In this space, put down your responses to the author’s ideas
If there’s a book you really want to read, but it hasn’t been written yet, you must write it.
-Toni Morrison
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The Author Says
In this space, put quotations or ideas from the reading
I Say
In this space, put down your responses to the author’s ideas
If there’s a book you really want to read, but it hasn’t been written yet, you must write it.
-Toni Morrison
I’m not sure if I agree or disagree with this. I find it inspiring (I could write a book!). But I also find it scary (I don’t know if I can really write a book!) Maybe what Morrison means is that there is a writer inside everyone. We just have to find our ability and motivation.
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Try It!The Presenter Says
In this space, write down one thing you found interesting in this presentation
I Say
In this space, put down your responses to this idea
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Dialogue Journals
Low stakes writing as conversation with
teachers and classmates
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Do you like learning new languages? Why or why not?
When you’re finished, pass this paper 3 people to the right!
Read your classmate’s ideas. Do you agree or disagree?
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Try It!-Write one idea from my presentation
-Respond to that idea
-Pass your paper to a peer
-Read and respond to your peer’s thoughts
-Pass the paper back to them
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Application• Which of these activities do you think
would work best for your future teaching context? Do you have any LSW tools to share?
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Questions?
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wonderful books : Writers on discovering the pleasures of reading. Minneapolis, MN: Milkweed Editions.Bartholomae, D. & Petrosky, A.R. (1986). Facts, artifacts and counterfacts: Theory and method for a reading and
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Assistance Review, 4 (1), 33-41.Blanton, L. (2008). Speaking of absence: when the connection is not there. In Belcher, D. & Hirvela, A. (Eds.), The
oral-literate connection: Perspectives on L2 speaking, writing and other media interaction (pp. 10-25). Ann Arbor, MI: The University of Michigan Press.
Cameron, J. (Producer & Director). (2010). Avatar [Motion picture]. USA: Twentieth Century Fox Film Corporation. Christenbury, L. & Kelly, P.P. (1983). Questioning: A path to critical thinking. Urbana, IL: ERIC Clearinghouse on
Reading and Communicative Skills and National Council of Teachers of English.Evans, S. (2008). Reading reaction journals in EAP courses. ELT Journal, 62 (3), pp. 240-247.Kreeft, J., Staton, J., Richardson, G. & Wolfram, W. (1993). In Kreeft, J. & Staton, J. (Eds.), Dialogue journals in the
multilingual classroom: Building language fluency writing skills through written interaction (pp. 196-221). Norwood, NJ: Ablex Publishing Corporation.
Mlynarczyk, R. W. (1998). Conversations of the mind: the uses of journal writing for second-language learners. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
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Thesen, L. (1997). Voices, Discourse, and Transition: In Search of New Categories in EAP. TESOL Quarterly, 31 (3) pp. 487-51.
Williams, J. (2008). The speaking-writing connection in second language and academic literacy development. In Belcher, D. & Hirvela, A. (Eds.), The Oral-literate connection: Perspectives on L2 speaking, writing and other media interaction (pp. 10-25). Ann Arbor, MI: The University of Michigan Press.