Teaching Writing.ppt

Unit12TeachingWriting Unit12 Aimsoftheunit1 What whyandhowdowewrite 2 Acommunicativeapproachtowrite3 Problemsinwritingtasksinexistingtextbooksandclassroomteaching4 Aprossapproachtowriting5 Motivatingwritingtasks6 Designingwritingtasks7 WritingthroughtheInternet 12 1What whyandhowdowewrite Q Whatdowewrite As Writingisareal liferealityletters journals notes instructions posters essays reports menus fillinginforms answeringquestionnairesandsimilartasks Q Howdowewrite As BothcollaborativeandsolitaryInteractiveorcollaborativewriting projectwork poster etcSolitarywriting someneverputdownawordbeforerehearsingthesentencemanytimesintheirminds otherswritedownanythingthatcomestotheirmindbeforetheystartdraftingandthendoalotofeditingandproof reading Q Whydowewrite As Wewriteforvariousreasons toconveymessages keeparecordofwhatisinourmindraiseawarenessofhowlanguageworkshelpSsbecomemorefamiliarwiththelinguisticandsocialconventionsofwritinginEnglish WritinginEnglishteachingclassroomVSwritinginrealityWritinginEnglishteachingclassroom First itisameanstoconsolidatelanguagethatisrecentlystudied Sswritefromother sideas beseenaslanguagelearning personalexperiencescannotcontributetothegiventopic Thisispseudowriting Second theteachergivesatopicoraselectionoftopics asetofrequirements andatimelimit TheSs workisevaluatedbasedonaccuracyofthefinalproduct Theprocessisvirtuallyignored Writinginreality First mostwritingisforcommunication conveymessagesorforselfcreation suchaspoems Second havesomeideaslongbeforeweputthemonpaper oftenplan draft andrewriteInaword weshould advocateauthenticwritingadvocatetheprocessapproachtowritingmakeSswanttowriteinthefirstplace thenteachthemhowtowrite 12 2AcommunicativeapproachtowritingWritingforconsolidatinglanguageWritingforcommunicationSsinsomeactofcommunicationWritingforaspecificrecipient e g writingalettertoafriendorparent AnintendedaudienceInshort Sscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements C Between writingforlearning writingforcommunication Ssaremotivatedbyauthenticwritingtasksthathavesomecommunicativeelements Writingforaspecificrecipient e g afriend parent Writingforanintendedaudience creativewritingintendedtobereadbyotherpeopleWithdifferentaudiencesanddifferentpurposes thewritingpiececouldvarygreatly Writingactivitiescanbe writingforlearning writingforcommunication andsomewherebetween Task2Activity1 it sobviously writingforconsolidatinglanguage AlltheSshavetodoiscombinethesentencepairsintoonesentenceandmakeotherminorchanges Thereisnocommunicationintheactivity Activity2 itcanbeconsideredas writingforcommunication thoughthesituationisanimaginedone IftheSswritetrulyaboutthesightseeingpossibilitiesintheirlocalitytheactivitypromotesalotofcommunication Activity3 itcanbeconsideredas writingforlearning and writingforcommunication ItdependsonwhotheSsarewritingto Ifthewritingistobereadbyclassmates thereisnocommunication Ifthewritingistobereadbyotherpeople itiscommunication Task3Ssshouldbemoremotivatedtowritethethingsthataremorecommunicativeandclosetotheirdailylife 12 3ProblemsinwritingtaskThedeficienciesthatcausetheproblemsinwriting 1 Theyaremainlyaccuracy based 2 Theyaredesignedtopractiseacertaintargetstructure 3 Thereisinsufficientpreparationbeforethewritingstage 4 Thereisnosenseofaudience 5 Thereisnosenseofauthenticity 6 Thereisnoopportunityforcreativewriting particularforexpressingunusualororiginalideas 8 Manyofthemaretest oreinted 12 4AprocessapproachtowritingFeaturesofprocesswriting Brown 1994 1 Focusontheprocessofwritingthatleadstothefinalwrittenproduct 2 HelpSsunderstandtheirowncomposingprocess 3 HelpSsbuildrepertoiresofstrategiesforprewriting drafting andrewriting 4 GiveSstimetowriteandrewrite 5 Placecentralimportanceontheprocessofrevision 6 Letssdiscoverwhattheywanttosayastheywrite 7 Givessfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention 8 Encouragefeedbackbothfromtheinstructorandpeers 9 IncludeindividualconferencesbetweenTandSduringtheprocessofcomposition Theproceduresofprocesswriting1 Creatingamotivationtowrite 2 Brainstorming 3 Mapping 4 Freewriting 5 Outlining 6 Drafting 7 Editing 8 Revising 9 Proofreading 10 Conferencing Stage1 creatingamotivationtowrriteOnlywhenSshaveaclearpurposeorreasontowrite willtheyfeelmotivatedtowrite TshouldtrytocreateareasonforSstowrite makethemfeelinterestedandhavethingstosay Thetopicforwritingshouldbefamiliar meaningful relevanttoSs life interest Stage2BrainstormingSsworktogethertobrainstormideasforwritingSscanlistalltheideasrelatedtothetopiconapieceofpaperorontheblackboard TheimportantthingistogetSstothinkfreely putdownallpossibleideasthatcometotheirmind Exampleof Smoking Stage3MappingHelpsSsorganisethegeneratedideas byusingadiagramoranoutlineGiveSstheopportunitytoselectfromthelistthoseusefulideastobeincludedintheirwritingandalsotoseehowtheseideascanbeputtogetherinacoherentorlogicalwaytopresentaconvincingargument Exampleof Smoking Stage4FreewritingSsstartwritingfreelyaboutthetopicfollowingmappingUsuallySsaregiven10 15minsduringwhichtimetheyareaskedtowriteanythingthatcomestotheirmindsasquicklyaspossible Donotneedtocaretoomuchaboutspellingorgrammar ItcanhelpSsdevelopfluencyinwriting Stage5OutliningItillustratesthemainorganisingstructure themostimportantpointsoftheessay Itmayinclude a Themainideaofeachparagraphwithtopicsentences notesforsupportingdetails b Anintroduction aconclusion Anoutlineneednotbefixeditcanbechangedifthewriterhasbetterideas Stage6DraftingSsshouldbegivenenoughtimetowritethefirstdraft Thedevelopmentofideasaremoreimportantthangettinggrammaticalstructures punctuationorspellingcorrect Stage7EditingSsreadthroughtheirwriting checktheclarityofideasorlogicaldevelopmentoftheirargument Sscheckcarefullythegrammar spelling punctuationoftheirwriting Towforms PeereditingSs editingofeachothers writingsB self editingSs editingoftheirownwritingsBotheditingactivitiescanhelpraiseSs awarenessabouthowtodevelopideas howtowriteclearlywiththehelpoftheirknowledgeingrammar spelling punctuation Notestopeereditors GivesuggestionsOfferpraiseNotexpectedtofindeveryprobleminclassmate swritingDohaveanunderstandingofchallengesfacedbyclassmateinfinishingthiswritingassignment WhenrespondtheQs youshouldbesurethat Youareofferingsuggestionsasacoach ahelper afriend Yousuggestionsshouldencourageratherthandiscourage Bespecific Notestothewriter Beopentocriticism showyouappreciationforyoureditor swork Youyourselfwillfinallydecidehowtoimproveyourownwriting self editing FocusonthecontentofthewritingFocusontheformofthewriting Stage8 RevisingTsguideSstomakenecessaryimprovementsinbothorganization contentbasedonetherself editingpeerediting e g addingnewpointsordeletingirrelevantfacts correcterrorsinspelling punctuation grammarorchoiceofthewords TshouldtellSstorevisetheirwritingsindependently Itcantakeseveralrounds soSsneedtobepreparedtowriteasecond athirddraftbeforetheysubmitthefinaldraft Stage9 ProofreadingThefinalstagebeforehandinginthefinaldraftSsshouldbeguidedtoreadtheirwritingsagaincarefullyforanymistakesingrammar spelling punctuation orcapitalization ToencourageSstodoindependentproofreadingsothattheydevelopsuchanabilityforfuturewriting TsshouldlimittheirinvolvementinmakingcorrectionsfortheSs TsdonotneedtopresentallthecorrectformsbutunderlinethoseproblematicitemsandleavethemforSstodothecorrectionthemselves AformcabbeusedsothatTs Sscancheckthemistakes errorsfromtimetotime Stage10ConferencingIt saprivatemeetingbetweentheteacher eachindividualstudent TshouldtalkfacetofacewithSsabouttheirwritings pointingouttheirstrength weaknesses Forlargeclasses therecanbeaclassconferencefocusingonthemainproblems featuresofgoodwriting Forsmallerclasses conferencingwithindividualstudentcanbedoneonceortwiceasemester 5 10minsforastudent Ateacher sattitudecaninfluenceSs confidence motivationtowrite Duringtheteacher studentconferencing Tsneedtoencourageratherthancriticise beconstructiveratherthandestructiveandtrytheirbesttoprotectSs self esteem 12 5MotivatingSstowriteItisbelievedthatthewaytomotivateSstowriteisakeypointtothesuccessfulteachingofwriting SohowcanTsmotivateSstowrite Itisbelievedthatthewaytomotivatesstowriteisakeypointtothesuccessfulteachingofwriting Howtomotivatesstowrite Thereare8principlescanhelpTsmotivateSstowrite 1 MakethetopicofwritingascloseaspossibletoSs life 2 LeaveSsenoughroomforcreativityandimagination 3 PrepareSswellbeforewriting 4 Encouragecollaborativegroupwritingaswellasindividualwriting 5 ProvideopportunitiesforSstosharetheirwritings 6 Provideconstructiveandpositivefeedback 7 TreatSs errorsstrategically 8 GiveSsasenseaachievementfromtimetotime 1 MakethetopicofwritingascloseaspossibletoSs life Givethetopicwhichisfamiliar interestingtotheSsGiveSsafewtopicstochoose2 LeaveSsenoughroomforcreativityandimagination Sslikestouseextraordinaryideastowrite3 PrepareSswellbeforewriting Pre writingactivities likebrainstormingoraclassdiscussiononthetopic 4 Encouragecollaborativegroupwritingaswellasindividualwriting DesigningwritinggroupProvideanopportunityfordifferentSstoexercisedifferenttalents Sscanhelpeachother learnfromeachother 5 ProvideopportunitiesforSstosharetheirwritings AllowSstosharetheirwritingProvideanotheropportunityforSstolearnfromeachother 6 Provideconstructiveandpositivefeedback Includeatleast3elements Positivecommentsonthegoodfeatureofthepieceofwriting Areasforimprovement Yourpersonalopinionontheissuethewriterhasdiscussedinhis herwriting Itshouldbepersonalandspecific 7 TreatSs errorsstrategically Ts attitudetowardserrorsplayakeyroleinmotivatingSstowrite TshouldencourageSstotakeriskstousenewvocabularyandstructure FortechniquesindealingwithSs writtenerrors pleasereferbackto proofreading 8 GiveSsasenseaachievementfromtimetotime Aslowprocess noteasilyobservableEnablingSstoexperienceasenseofachievementfromtimetotimeisimportantinmotivatingSstocontinuepractisewriting Organisingawritingconference displayingworksinawritingexhibitionintheclassroom publishingaclasswritingnewsletterGuidingSstocreatetheirownwritingportfolio 12 6DesigningwritingtasksWritingtasksshouldbemotivatingandcommunicative Samplew