planning of teaching writing_part 1

7/31/2019 Planning of Teaching Writing_part 1

1/30

PLANNING OF TEACHING WRITING

(PART 1)

[email protected]


2/30


3/30


4/30


5/30


6/30


7/30


8/30


9/30


10/30


11/30

Produce letter and spelling patterns Write at a speed acceptable to the task

Produce an acceptable core of words and word

order patterns

Use acceptable grammar patterns and rules

(tense, agreement, pluralization)

Express meaning in a variety of grammatical

forms


12/30

Use cohesive devices in written discourse

Use rhetorical forms and conventions

Accomplish communicative functions

according to purpose

Develop and use writing strategiesAssess audience

Prewriting techniques

Writing drafts fluently

Use peer and instructor feedback forrevising and editing


13/30

BUILDING CONFIDENCE AND ENTHUSIASM Factors to consider in choosing writing task

and activities:

1) teachers should choose writing activitieswhich have a chance of appealing to thestudents

2) activities should also have some relevancefor them (display vs real writing)/

provide as much authentic writing aspossible

3) should choose writing task that is engaging


14/30

What engages people may be different for

different students:

- Music can be used to awaken the students

creativity especially for those who respond

well to auditory input.

- Pictures for those who are stimulated byvisual input.

- Movement and physical activities for

those who respond better to kinaesthetic

stimulation.


15/30

Information and task information

- teachers need to provide clear information

what exactly they want the students to write.

Language- especially if students need specific language to

complete a writing task teachers should give it

to them this may involve offering them

phrases, parts of sentences or words.


16/30

Ideas

- teachers need to be able to help studentsif they get stuck

- they should suggest ideas perhaps by

giving them just a word or two or

others perhaps need more than just aword

- teachers should be aware of which

students need more or less help or

stimulation

Pattern & schemes

- Teachers provide a pattern or scheme to follow.


17/30

INSTANT WRITING

COLLABORATIVE WRITING


18/30

- students will be asked to write on the spot

- it is not a part of a long writing process

it can be done at anytime


19/30

Sentence writing

- through dictation i.e. dictating sentences for

completion

eg: get students to complete a sentence which isabout themselves dictate or write it up on

the board

- my favourite film is

- my favorite time of day is


20/30

Writing sentences task samples:

students can be asked to write two orthree sentences about a certain topic.

For example, suppose they are working on

the topic hopes and ambition, they canwrite three sentences about how they wouldlike their lives to change in the future


21/30

The weather forecast

At the beginning of the day the teacher asks

students to write about themselves and their day

as if they were writing a weather forecast:

Whats the weather like now?

Are you happy or tired, listless (lethargic) or

energetic?

How are you likely to feel later on, in the

afternoon?


22/30

Using music

Words let students listen to music,

What is the composer describing?

Film scores

How does it make me feel?

Musical stories


23/30

Using pictures

Describing pictures

Suspect and objects

Write the postcard

Portraits

Story tasks


24/30

The idea of having collaborative writing is to

allow students to learn from each other

It also gives each member of thecollaboration access to others minds and

knowledge, and it imbues the tasks with a

sense of shared goals which can be very

motivating.


25/30

HOW?

Using the board

Sentence by sentence

DictoglossWriting in groups and pairs

e.g. Dialogue writing

Writing to each other

e.g. Pen-pals, e-mails and live chat


26/30

Highlight practices of good writers

Focus on a goal or main idea

Gauge the audience

Engage in planning to writeLet initial ideas flow onto paper

Follow general organizational pattern

Solicit and utilize feedback on theirwriting

Revise willingly and efficiently

Make multiple revisions if necessary


27/30

Balance process and product

Lead students through composing processdirected toward effective end product

Account for cultural/literary backgrounds

Students need to be introduced to and

practice English rhetorical conventions

Connect reading and writing

Reading and studying relevant text types

provides insights into conventions as well asprovides background content


28/30

Provide authentic writing

Make purpose clear, audience specified, andintent to convey meaning. Sharing with

classmates adds authenticity

Utilize interactive techniques

Pair/group work, learner centered,

collaboration

Be selective and sensitive in responding to

and correcting students writing


29/30

Emphasize stages of prewriting, drafting, and

revising

Prewriting

- Outside reading, research

- Brainstorming

- Listing- Clustering

- Discussing

- Freewriting


30/30

Emphasize stages of prewriting, drafting, and

revising

Drafting/Revising

- Getting started/topic selection

- Peer-reviewing

- Read-aloud- Instructor feedback

- Proofreading

planning of teaching writing_part 1

Documents