How to teach Writing
#2 Describing written text
#1 Writing as a process
3. Writing in the language classroom
Why learn to write?
How people write
Implications for learning and teaching
-The way we get students to plan: before starting encouraging students' ideas about what to write is important. It is a good idea to use brainstorming or guided task.
Cohesion
Register
Coherence
Text construction
Different purposes, different writing
Writing for writing
The tasks of teacher in writing
Writing for learning
It is not a skill that could be learned
acquired naturally.
Literacy
Beaing able to read and write.
Writing is a crucial skill for everybody who is using a language.
Writing Process: must be affected by contact: subject matter, medium: pen and paper.
PLANNING:
think and decide what it is before started write.
- Purpose: choose the kind of information, and the specific thing to say.
- Audience: choice of language (formal or informal).
- Content Structure: sequence ideas, or arguments that are included.
DRAFTING:
First version of a piece of writing as a draft.
EDITING (REFLECTING AND REVISING)
To see what it is working and what not, but also, see if it is clear, ambigous or confusing. Other's reader's could help to see new perspective.
FINAL VERSION (FIANL DRAFT)
With all the changes done, it is time to send them to the audience.
-The way we encourage ST to draft, reflect and revise: Involve students in Collaborative writing (in groups or pair), in this way, they can contribute to get a good product.
-The way we respond to our students' writing: It is crucial to give comments for each and individual student meanwhile others are working. Also, reformulation could be beneficial and peer response to listening to colleagues' opinions.
-The process trap: Time need to be we-organized to see all drafts and develop their products.
GENRES:
It seem different things to determine the genre such as sociocultual knowledge or the topic knowledge.
The specific choice of vocabulary within genres as the register that the text is written in.
When it follows a geners the whole product, text need to have a set of patterns, a structure, and a correct sequenced in each paragraph.
Example of Sequencing sences to make a paragraph: situation => Problem => Solution/response => Evaluation/result.
Lexical Cohesion:
Repetition of words
Lexical set 'chains': Lexical sets are interrelated with each other.
Grammaical Cohesion:
Linkers: words describing text: addition, contrast, result, time.
Tense agreement: Need a follow line in time.
Article reference: Exophoric references,
"it assumes a world knowledge shared by the discourse community who the piece is written for."
Substitution and ellipsis: take a long text to short one.
Pronoun and possessive reference: Anaphoric reference, to necessarily say something directly.
Need to have an internal logic that the reader can follow.
The writer's purpose: Reader should find the purpose easily.
The writer's line of thought: Reader needs to be able to follow the line easily, without any confusion.
The actual language that it uses in a particular situation for being communicated to a particular group.
Determines the choice of words.
Topic vocabulary: Depending on the matter
Tone: How informal or formal is.
Writing ecourage learners to focus on accurate language use, and provoke language develoment .
Reinforcement Writing:
Writing is used as a way to reinforcing language in classrooms before something has been taught. Give them the opportunities to remmenber new language better.
Preparation Writing:
It is used to start other activities as discussions where it is important to have some ideas written.
Activity Writing:
Writing could be use to create other thing not focus on just the language practice or the grammar, could be use to make different activities.
It has not the main purpose for writing, but it may improve writing in students using handwriting, orthography, and punctuation.
Writing purposes:
English as a second Language (ESL)
Have specific writing needs (general English development): fill in a range of forms, particularly letters.
English for Specific Purposes (ESP)
English as a Foreign Language (EFL)
Creative Writing:
It is hard for early students to go beyond to start writing, it could be good if they use their bases to express more personal or complex ideas.
Demostrating:Teacher have to remark on writing conventions and genre constraints for specific types, as well the language used to perform.
Motivating and provoking:Teacher need to stimulate and enthusing students' new ideas.
Supporting:Teacher have to be available and particularly supportive in the process of writing.
Responding:It is important that teachers react supportively to make suggestions to improve.
Students need to have some writing aims.
Develop general language competencies, but also, relevant for their study: letters and documents which will be in professional life.
It has varying needs for class
Real Purpose Task: it will need in the future to performe, formal and semi-formal letter or email.
Invited Purposes: Relevant for future needs, where they can develop genre-analyzing habits.
Evaluating:It is inevitable not to give a grade to evaluation, but the important part here is encouraged to our students the learning process opportunity.
Geraldin Cruz Sanchez- 1000330787
