TELPAS Writing Strategies

Process Writing: is an approach to teaching writing that has been researched in depth over the several years with both first language learners and English language learners. (Peregoy & Boyle, 2013, pg. 231)

Traits in Second Language Writing "We describe beginning, intermediate, and advanced second language writing on five trait dimensions: fluency, organization, language use, style and mechanics. (Peregoy & Boyle, 2013, pg. 243)

2) Drafting "Getting ideas down on paper quickly" (pg. 232)

3) Revising "Reordering supporting information; Reviewing or changing sentences." (pg. 232)

1) Prewriting "Generating and gathering ideas for writing" (Pg. 232)

4) Editing "Correcting spelling, grammar, punctuation, mechanics, etc." (Pg. 232)

5) Published "Sharing writing with one another, with students, or with parents; showing that writing is values; creating a classroom library; motivating writing" (Pg. 232)

Talking and Oral Activities

Questioning

Clustering

Reading

Brain-Storming

Dialogue Journals

Learning Logs

Buddy Journals

Daily Writing

Fast Writing

Combining Sentences

Peer Response Groups

Shortening Sentences

Teacher Conferences

Show and Not Tell

Proof-Reading

Computer Programs for Spelling

Peer Editing Groups

Writers Theater

Papers shared in public places for viewing

How Process Writing Helps English Language Learners

"As they share their writing during writing groups and publishing, their teachers and friends get to know and appreciate them" (Pg. 235)

"Cooperative groups not only promote better writing but also provide numerous opportunities for oral discussion within which a great deal of "comprehensible input" is generated, promoting overall language development." (Pg. 235)

"When good literature is combined with opportunities to write often, when strategies are offered to solve problems in writing, and when writing is shared and published, your students will grow both in writing and overall English language development (Boyle, 1985b)" (Pg. 236)

Grammar

Organization

Vocabulary

Fluency

Genre

Sentence Variety

Strategies for Intermediate Writers "One way to assist beginning and intermediate writers is to provide them with temporary frameworks that allow them to concentrate on one aspect of the writing process at a time. We refer to such temporary frameworks as literacy scaffolds." (Peregoy & Boyle, 2013, pg. 246)

Strategies to Assist Beginning Writers "One way to assist beginning and intermediate writers is to provide them with temporary frameworks that allow them to concentrate on one aspect of the writing process at a time. We refer to such temporary frameworks as literacy scaffolds." (Peregoy & Boyle, 2013, pg. 246)

Oral Discussion

"Oral interactions help students organize their ideas and may also provide helpful vocabulary items to English learners." (Pg. 246)

"Oral discussion prior to writing, which obviously requires some oral English abilities, represents one kind of scaffold to literacy." (Pg. 246)

Learning Log

Buddy Journal

Dialogue Journal

Project Journal

"Develops sense of direction and success in the class." (Pg. 252)

"Helps teacher evaluate student's progress." (Pg. 252)

"Helps student articulate what is learned and ask questions for self-assessments." (Pg. 252)

"Gets students used to the idea of writing each day." (Pg. 252)

"Writing becomes a functional and meaningful and meaningful activity, with almost immediate audience." (Pg. 252)

"Makes writing purposeful in school" (Pg. 252)

"Gives students audience for their writing and models how to respond to the writing of others." (Pg. 252)

"Students take notes of plants growing in science class in preparation for a report." (Pg. 252)

"They take notes of conversations in preparation for story they might write." (Pg. 252)

"Assist student with preparing for a project in English, Science, etc." (Pg. 252)

Sentence Models: Sentence modeling, another helpful strategy for intermediate writers, is based on sentences from quality classroom reading materials or from writing produced by student themselves. You can introduce simple sentence models at first, then more complex models." (Pg. 260)

Mapping: A map is a visual/spatial representation of a composition or story and can assist students with shaping stories or essays they are writing. (Pg. 261-262)

Sentence Shortening: Sentence shortening, the opposite of sentence sombining, assists students with changing wordy sentences into more concise sentences. In the early phases of writing development, some students may write sentences that ramble on and on." (Pg. 260)

Show and Not Tell: "One of the most powerful reasons to use the show-and-not-tell strategy, in addition to its ease of learning, is that English learners are able to transfer this knowledge to their own writing. They are also able to use it when they are working with peer response groups." (Pg. 258)

Sentence Combining: Sentence combining simply teaches students to combine shorter sentences into longer ones while retaining the meaning." (Pg. 258)