TeachingWritingByDrKZN.ppt

TeachingWriting,ByDrKamarulZaman,TeachingWriting:AnOverview,1,2,3,4,5,Whatiswriting?,Whydoweneedtoteachwriting?,Howiswritingrelatedtootherskills?,Whattoteach:ateachingtaxonomy,Fourmethodsofteachingwriting,LEARNINGPOINTS,TeachingWriting:AnOverview,1,2,3,4,5,Whatiswriting?,Whydoweneedtoteachwriting?,Howiswritingrelatedtootherskills?,Whattoteach:ateachingtaxonomy,Fourmethodsofteachingwriting,LEARNINGPOINTS,Whatiswriting?,Atoolforthinking,TeachingWriting:RealChallenges,“Therealchallengesforwritingteachersare;Howdowehelpourstudentsdeveloparepertoireofapproachestowritingthatarecomparabletoreadingstrategies?,and;Howdowehelpwritersidentifyproblems,solvethem,takechargeoftheirwritingandthinking?.”,TeachingWriting:AnOverview,1,2,3,4,5,Whatiswriting?,Whydoweneedtoteachwriting?,Howiswritingrelatedtootherskills?,Whattoteach:ateachingtaxonomy,Fourmethodsofteachingwriting,LEARNINGPOINTS,Writingprovidesstudentswithopportunitiestoexploretopicsthatareimportanttothemandtodevelopavoiceforexpressingtheirideas,feelingsandpointsofviewWritinghelpsstudentstodevelophigher-orderthinkingandcriticalliteracyskills,tosolveproblemsandtoconsolidatetheirlearninginallsubjects.,Whydoweneedtoteachwriting?,Studentsbegintogaincontrolofagreatervarietyofwritingformsandusethemfordifferentpurposesinallsubjects.Studentsneedsupportandtimelyfeedbacktodevelopasindependentwriters.Therecursivewritingprocesshelpsstudentstoapproacheachwritingtaskinmanageablestagesinordertoproducetextsthatreachtheirtargetaudienceandachievetheirpurpose.,Whydoweneedtoteachwriting?,OurDevelopingWriterswillbecome,TEXTUSERS:Knowandusedifferenttextforms,theirfeaturesandconventionsforarangeofpurposesandaudiences;usean“author”voice.,MEANINGMAKERS:Developunderstandingandthinkabouttheirwritingprocess,purposes,wordrespondandwritecriticallytorelevant/personalissues;expresspointofview,TEXTCRAFTERS:knowandattendtowritingconventions,usesupportstodraftandeditwriting;usestrategiestobuildnewwritingvocabulary;developawritersethictouseinformationresponsibly,TeachingWriting:AnOverview,1,2,3,4,5,Whatiswriting?,Whydoweneedtoteachwriting?,Howiswritingrelatedtootherskills?,Whattoteach:ateachingtaxonomy,Fourmethodsofteachingwriting,LEARNINGPOINTS,Writingmustnotbedivorcedfromotherlanguageskills(e.g.,listening,reading,speaking)fortheycanfacilitatetheacquisitionofwritingliteracy.Forexample,throughexposuretofairytales,studentscancreatetheirownfairytales.Norcanwritingbevoidoflifeexperiences(e.g.,knowledgegainedfromascienceclass,tripstosupermarkets,familyfights,parentallove,fearsofdeath,joyofdiscovery,andthepuzzlingteenageyears,etc.)fortheygivelifetooneswriting(thesubstanceandpurposestowrite).,Howwritingisrelatedtootherskills,TeachingWriting:AnOverview,1,2,3,4,5,Whatiswriting?,Whydoweneedtoteachwriting?,Howiswritingrelatedtootherskills?,Whattoteach:ateachingtaxonomy,Fourmethodsofteachingwriting,LEARNINGPOINTS,Whendesigningteachinginstruction(informofcurriculum,syllabuses,lessons,materials),teachersshouldconsiderteachingorfacilitatingthelearningordevelopmentofthefollowing:Skillsandstrategies:Idea-generating,synthesizing,organizing,revising,editing,proofreading,accesstolanguage,logicaldevelopment,coherence,cohesion,theme-rhymearrangement,paragraphhooks,self-accessskills,clarity,etc.Texttypes(genres)Characteristicsofgenres(e.g.,readership,purposes,contextofconsumption,register,languagestyle,processofproducingaspecifictexttype,etc.)LanguagemechanicsAccuracy,styleingeneral,orthography(spelling),punctuation,handwriting,etc.PresentationFormatting,titling,etc.,Whattoteach:Teachingtaxonomy,Useofnon-linguisticmediaElectronicmedia(computers,word-processingfunctionssuchasediting,spell-check,etc),useandincorporationofgraphics,etc.Creativity/experimentationMixinggenres,mixingstyles,similes,rhyming,metaphors,imageries,wordplays,puns,etc.AwarenessThereader,thesocialcontext,self,identity,onesstrengthsandweaknessesetc.AccesstoideasReadingtowrite,reflectingonlifeexperiences,useofprompts,surveying,etc.Beliefs/valuesofwritingRecurrence,self-discovery,aesthetics,usefulness,etc.,Whattoteach:Teachingtaxonomy,TeachingWriting:AnOverview,1,2,3,4,5,Whatiswriting?,Whydoweneedtoteachwriting?,Howiswritingrelatedtootherskills?,Whattoteach:ateachingtaxonomy,Fourmethodsofteachingwriting,LEARNINGPOINTS,Fourthingswritersneedinordertowrite,SpellingAbilities,Ideas,Structures,Words,Howshouldweteachwriting?,Integratingthefourskillsatthebeginning,Nocut-and-driedanswer,However,startfromlistening,speaking,reading,andwriting,Hearpatterns,Saypatterns,Readpatterns,WritingPatterns:LearnersNeedTo.,Genreapproach,Processapproach,Productapproach,MajorApproachesToWriting,WritingissituatedinparticularsocialcontextGenreas“aclassofcommunicativeevents”having“asharedsetofcommunicativepurposes”andtexttypeswithsimilarstructures,stylisticfeatures,contentandintendedaudiencesModelingandanalysisofmodels,FocusontextWritingasbeingprimarilyaboutlinguisticknowledgeImitationofmodelcompositions,grammarexercises,directinstruction,FocusonwriterWritingasacognitiveprocessWritingstrategies;problem-solvingskills,ProductApproach,ProcessApproach,Strengths:reflectingwhatwritingisallabout;removingsomepsychologicalbarriersinwriting(writersblocks);allowingchancestolearnthelanguageonamorepersonalbasis;puttingthelearnerbacktothecentrerespectingthelearnerscreativityquiteproduct-orientedinasenseover-teachingofconventions,structuresandrules;de-emphasizingthewriterasanautonomous,creativeagentwhoiscapableofbreakinggenericconventionsanddrawingonotherskillsandconventions(i.e.,overlookingthepossibilityoftoachievepersonalgoalstactfullywherepossible.,Exercise:AwritingonRain,Rain,rain,goaway.Comeagainsomeotherday.LittleJohnnywantstoplay.Rain,rain,goaway.,1.Whodoesntlikerain?Johnnydoesntlikerain.2.Whydoesnthelikerain?Hewantstoplay.3.Whatdoeshetelltherain?_,Questions,Writesomethingaboutthechant,LittleJohnnydoesntliketherainbecausehewantstoplay.Hetellstheraintogoawayandcomeagainsomeotherday.,1.Thinkaboutyourbestfriend.MybestfriendisTom2.Howoldisheorshe?Heis5yearsold3.Whatisherorhisfavoritefood?Hisfavoritefoodisfish4.Whatisherorhisfavoritegame?baseball,Exercise2:MyPal,Exercise:MyPal,Nowuseyouranswerstothequestionstowriteashortparagraphaboutyourbestfriend,Beesuseflowernectartomakehoney.Theflavorofhoneydependsonwhattypeofflowerthebeeused.Somehoneytasteslikeclovers.,Exercise3:FromMainIdeas,SuggestedAnswer,Notallhoneytastesthesame.Thisisbecausebeesuseflowernectartomakehoney.Theflavordependsonwhattypeofflowerthebeeused.Somehoneytasteslikeclovers.Honeycanalsotastelikeorangeblossoms.Thereareasmanyflavorsofhoneyastherearetypesofflowers.,Person1:Ihaveadog.Person2:Ihaveabigdog.“Person1:Ihaveabigblackdog.Person2:Ihaveabig,blackdognamedDodger.”Person1:Ihaveabig,blackdognamedDodgerwholovespeople.,ExplodingTextActivity,ExplodingText,Heisaboy,Heisaniceboy.,HeisaniceboywhocomesfromChina.,HeistheniceboyfromChinawhohelpedmewithmyproject.,HeistheniceboyfromChinawhohelpedmewithmyscienceproject.,HeistheniceboyfromChinawhohelpedmegetanAonmyscienceproject.,Exercise,Imadetea,Yawning,smearingmyeyeswithmyfingers,Iwalkedintothekitchenandgrabbedthekettle,unhookingitfromthecord.Iturnedthetapanddrewfreshwater,checkingwithmyhandstomakesureitwascoldenough.IfilledthekettleasIglancedoutsideforaminuteacrossthecitymist.Thekettlewashalffull,soIswitchedthetapoffandreturnedittoitssocket.Iturneditandflickedthepowerswitchonandsiftedthroughthecupboards,lookingfo