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Writing - Coggle Diagram
Writing
Responses to writing
audience and purpose (BA)
in real life, we can judge if our was succesful by whether it did what we wanted it to do
setting relevant writing tasks (BA)
reflecting real-writing purposes in the classroom (BA)
for example: writing a memo, fill in an Internet booking form
marking (BA)
variations on traditional teacher marking
use a green/ blue pen
discuss the marking criteria with students
write the correct answers in the margin
use correction codes in the margin
underline all errors of one type
write a letter in reply
write nothing, discuss the work with the students individually
only write a comment about the meaning and message of the piece
create a composite essay using good bits and problematic bits
use errors from number of different students' writing, to devise an exercise
give a dictation based on sentences from their work
Correction codes (CsCs)
using for marking students' work
does indicate an error OR what type of error it is
Evaluating written work (CsCs)
possible problems
orthography
punctuation
spelling
layout
language
Approaches to writing (CsCs)
real life use
web forum, Internet, Messenger services,
text messages, email
writing in day-to-day life: postcards, brief notes
in the classroom
Why writing in the classroom is important?
academic study
examination, preparation
Business English
Types of writing
copying: sts. practice forming letter shapes in a book, note; copy examples from a textbook
doing exercises: sts. write word phrases, sentences with limited optionsand limited opportunities
guided writing: teachers guide students; sts. write longer texts in quite controlled tasks by offering samples
process writing: sts. write what they want to, with help, encouragement from others; choosing a topic, gathering ideas
unguided writing: sts. write freely without any guidance or assistance; little task may be set and marked later
Setting a writing task --> Collect in --> Mark
Planning classroom writing work
Introduce the topic
Introduce and summarise the main writing task
Brainstorm ideas
Fast-write
Select and reject ideas
Sort and order ideas
Decide on specific requirements
Focus on useful school models
Plan the text
Get feedback
Prepare draft(s)
Editing
Prepare final text
Reading
Real-world writing tasks
Letters, e-mails
Newsletters, magazines, blogs
Advertisements
Comments, replies
Questionnaries
Long-term projects
Applications
Writing in class (BA)
Ideas for generating ideas
Brainstorming
write topic/ title in the middle of the board
write up everything on the board
no comments/ discussions - just ideas
select ideas in groups
Text - starts
looking other texts, summarising, reporting, responding, selecting ideas
providing useful writing work
Fast-writing
do not worry about spelling and grammar
do not stop writing
start writing about the topic
do not put the pen down at all
write 'um, um, um' or rubbish when you can not think of what to write
keep writing till the teachers says 'stop'
Ideas for helping writing
Structuring and organising
card planning
draw sketch
Looking at sample texts
layout
overall message
the organisation of items
style and tone
the effect on the reader
distinctive grammatical features
the use of specific phrases and sentences
Getting feedback on drafts
the useful comments are those that will have an impact as the writing is evolving
Using computers
Advantages
readable
multiple copies can be printed
edits, suggestions can be writtin on
can be emailed directly
what to teach
select texts
change font size
use basic editing features: cut, copy, paste
use grammar-checking
program simple macros