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Chapter 20: Harmer (365-383
wiki, genres, skills, ortografia,…
Chapter 20: Harmer (365-383
Genre
- Teachers and learners study texts in the genre which they are going to be writing
- Three essential features:
- Students have to think carefully about the context
- They need to identify the audience
- Students have to look examples of writing in the genre
- We are in danger of encouraging them to be slavish imitators
- Students may lose sight of the process
Creative writing
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- It is a journey of self-discovery
- Provides powerful motivation to find the right words to express their experiences
- Writing in a foreign language can helping us understand more about ourselves
- Creative writing provokes the kind of input-output circle
- Challenge: some students have difficults because they have 'nothing to say'
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Dictation
- Where the teacher reads a text and students write it down
- It forces students to make useful conections
Sounds, spelling and words
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- It can be useful testing device
The roles of the teacher
- Motivator: persuasive, creator
- Resource: offer of advices and suggestions
- Feedback provider: respond positively and encouragingly
Writing-for-learning, writing-for-learning
- Writing-for-learning is the kind of writing we do to help our students learn language or to test them on that language
- If we are to build the students' writing skills (as opposed to build their writing habits or getting them to write for language practice), we will have to use such writing-for-writing tasks as often as is appropriate
Portfolios and journals
- These can be used for assessment
- They are also used as a way of encouraging students to take pride in their work
- European Language Portfolio: it was intended to develop learner autonomy
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