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Writing - Coggle Diagram
Writing
Help learners...
choose a topic, genre
get ideas
do practice exercises on LG items that will be useful
draft a rough text
make alterations and rewrites
co-write sections of text in groups
get feedback on content and LG use
find appropriate readers
discuss ideas with others to get new perspectives
select between ideas
sequence ideas
make notes, diagrams, etc. to help organise ideas
find grammar and lexis suitable for the text
study sample and model texts similar to what they want to write
plan the organisation of their text
write a final verion
Planning classroom writing work
Introduce the topic
get students interested, maybe by reading a text, showing pictures, discuss some key issues, etc.
Introduce and summarise the main writing task
make sure Ss are clear what they have to do, avoid bland, 'genre-free text for no particular audience' writing tasks
Brainstorm ideas
whole class: use the board to collect as many ideas as possible
small groups: speak and take notes
Fast-write
Select and reject ideas
Sort and order ideas
Decide on specific requirements: style, information, layout, etc.
Focus on useful models
Plan the text
Get feedback
Prepare draft(s)
Edit
Prepare final text
Readers!
rather than simply mark the text, get other Ss to respond to it
Real-world writing tasks
email
letter
Messenger
notes
question forms
diary entries
postcard
magazine, blog
advertisement
comment, reply
projects (e.g. book)
application form
Possible problems
ortography
punctuation
spelling
layout
language
articles, pronouns
repetition
length of sentences
Marking variations
red pen -> blue/green pen
discuss main criteria
use correction codes (discuss it with students!)
underline 1 type of error at a time
write a letter in reply
give feedback orally
use errors to a game/quiz
Continuum:
Copying
students practise forming letter shapes in handwriting books, note down substitution tables from the board, copy examples from a textbook, etc.
Doing exercises
students write single word phrases, sentences, etc. in response to very tightly focused tasks with limited options and opportunities for creativity or getting things wrong
Guided writing
T guides Ss to write longer texts in quite restricted or controlled tasks by offering samples, models, possibly useful LG items, advice, organisational frameworks, etc.
Process writing
Ss write what they want to, with help, encouragement, and feedback from the T and from others throughout the process of choosing a topic, gathering ideas, organising thoughts, drafting, etc.
Unguided writing
Ss write freely without overguidance, assistance or feedback during the writing process, though a title or task may be set, and work may be marked later
Why to teach writing in class?
-academic study, exams and Business English and require writing
-note taking
-involves mental processes (think, reflect, prepare, rehearse)
-quiets down a noisy class, changes the mood and pace of the lesson, etc.