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Chapter 9 - Coggle Diagram
Chapter 9
Writing in class
Brainstorming: - ideas creation engine
Writing a mindmap --> Topic+ Title in a circle then gather ideas
Write everything on the board
No comments on the topic by students!
TEXT- STARTS:
Give them how to start a text of given letter.
Providing actual context is useful
Give resource material for a writing task
Imaginative writing is hard, but giving supporting ideas for writing is good as a teacher
Fast-writing: - Most difficult,
Need for blank paper
Make them write about a certain topic
Tell them not to stop writing
They must not put their pens down
No problem with grammar and spelling
You can also write "thinking" words such as "um, uhh, well..."
THIS WAY --> They get ideas of what to write about when they scan for more info.
Ideas for helping Writing:
Structure and organising --> sketch diagram drawing to see how your letter will look like
Sample texst --> Layout, brief message, item organising, phrases+ sentences, grammatical features, style + tone, effect on reader
Getting feedback on drafts:
Students need complementary comment
Students can also give feedback to each other
Organising groups to comment is a good idea
Feedback cycle --> clearer picture of writing
Using computers:
More readable
Copies are useful and easy to reach
Specific features of text writing might be useful for students in the future
grammar-check, spellcheck
Successful writing:
Getting a short comment on writing is always essential
Marking is not always a good idea
Giving feedback is okay, but the letter should not always be graded
Audience and purpose:
We have to find the audience for a(n) : e-mail, reply,
We have to see whether the student understands the problem and can solve it in written form
Re-reading and editing can play a great role in writing
Setting relevant writing tasks:
Finding a context is important
Needs Analysis --> What students need during classes --> Base the writing partly on it
Not just accuracy is graded/ or given feedback on
Students can also select writings if you DON'T KNOW the class's needs.
Getting to know with your students' writing style is essential.
Motivation for writing plays a crucial role
Approaches to writing
Writing in the classroom
Why is it useful?
Academic writing, exams, Business English, examination preparations and academic study.
note-taking: it is a skill to focus on
writing involves a different kind of mental process (more time to think, reflect, prepare, rehearse, make mistakes, find other solutions)
it can change the mood of the lesson (quieten down a noisy class)
stages of writing in class: copying -> doing exercises -> guided writing -> process writing -> unguided writing
Writing in real life
formal, long texts are old-fashioned, writing activities are the rarest in the classroom
people do VERY LITTLE writing (notes, answers, diary entries, postcards etc.)
dilemma of emojis: is that writing?
new communication: new abbreviations,lexis
email, web forums, messenger --> huge increase in written communication
Teaching the skills of writing
Setting a writing task --> leaving the students to do it --> collect it --> mark it
leaving the students: the writing work happens at home, without the help of the teacher
Students can be better:
a) being actively encouraged and helped to follow through a series of preparatory steps
b) becoming more aware of that preparation process
We can help choosing:
topic, genre, get/discuss ideas, make notes, diagrams, find grammar and lexis, plan the organization of the text, study sample and model texts, co-write sections, make reviews, write a final version etc.
Planning classroom writing work
Introduce the topic
Introduce and summarize the main writing task
Brainstorm ideas
Fast- write
Select and reject ideas
Sort and order ideas
Decide on specific requirements: style, information, layout
Focus on useful models
Plan the text
Get feedback
Prepare draft(s)
Edit
Prepare final text
Readers: rather than simply mark it, get others to respond to it
Select different kind of tasks:
write a story about
write letters/ emails
write your own newsletter, magazine, blog
advertise
send comments, reviews
write questionnaires
long-term projects
apply for things
Specific tasks:
guidebook entry about your part of town, feedback, evaluation, fill in a car-hire booking form, write a review of a new game, postcard, academic essay, personal profile for inclusion in a class souvenir booklet, write a poem, etc.
Responses to Writing
Audience and purpose
Setting relevant writing tasks
Reflecting real-life writing purposes in the classroom
Real life purpose: 1. you want to sell your second-hand bike
You want people to vote for you in the class election
You want to inform a colleague who phoned and when
You want to book a suitable hotel for a visit to Vienna
You want to make people laugh.
Possible classroom task for 1-5:
You write a noticeboard ad or newspaper small ad
You design and write a poster or election leaflet
You write a memo
You fill in an Internet booking form
You write three jokes in the class magazine
Marking
Traditional: collect, underline every mistake in red pen, write a grade
Alternatives
Use a green or a blue pen
Discuss the marking criteria with students, agree on a mark or grade
write the correct answers in the margin
underline all errors of one type (eg all verb tense mistakes)
write a letter in reply
write nothing (discuss the work with the student)
only write a comment about the meaning and message of the piece
create a composite essay using good bits and problematic bits from a number of students work. Photocopy it and hand it out for students to discuss and correct
use errors from a number of different students' writing to devise an exercise, quiz, game etc.
Important to mark:
orthography
punctuation
spelling
layout
language