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6051写作教学Writing - Coggle Diagram
6051写作教学Writing
both social and cognitive -support writing development
create a positive and supportive writing context:
Routines that ensure students write frequently
Encourage students write more
More frequently -Routines for 15 minutes extra writing a day
Variety of purposes:
To inform
To persuade
To entertain others
across the curriculum; ….
Nature of the writing: Write for real audiences and purposes;
Make personal choices about what they write;
Write for extended periods of time about single topics.
Routines where students compose collaboratively
Systematic instructional routines to work successfully with a peer
Procedural support
Help sheet to guide revising
(e.g., “Is the piece of writing suitable for its purpose and for the reader?”)
Help sheet to guide editing
(e.g., “Do sentences have capital letters and full stops?)
A process approach to writing
no difference for elementary and middle school students
Extended opportunities to write (real audiences and authentic purposes)
Instructional routines (plan – draft --- revise – edit- publishing) =collaborative writing
peer revising
peer-editing
partitioned drafting
individual publishing
collaborative planning
High levels of student interactions to support writing (individual assistance and feedback)
Giving review vs. Receiving review: Giving review improve writing more than receiving review
Aspects of review: More fruitful if focusing on opinions expressed In the paper
One peer review vs. Multiple peer review: Feedback from multiple peers induced more complex repairs and extension of content
Peer configuration:Peers with matched proficiency levels (Allen & Mills, 2014)
同等水平学生放一起
哪里做得好，谁什么？/哪里写的不好，为什么？/建议-要是你怎么写？-不要写空泛的反馈
training for review
modeling
coping modeling-适合一语学生-展示有瑕疵的模板
mastery modeling-适合二语学生-展示完美的模板
emulation and practice：practice giving comments on sample student writing)
feedback
Feedback from multiple peers induced more complex repairs and extension of content
Personal responsibility and ownership of writing projects (encourage self-reflection and evaluation)
organization
voice
ideas and content
word choice
sentence fluency
contention
Establish goals for students’ writing
Clear, specific and reasonably challenging goals for writing
“Address both sides of an argument, providing three or more reasons to support your point of view”
“Counter at least two reasons supporting the opposing view”
“Add three new ideas to your paper when revising it”
Writing tools
handwriting
typing
Routines that creates a pleasant and motivating writing environment
Make students’ writing visible：Wall display/Peer sharing/Padlet
Activities that engage deeper learner processing：“spelling a word for a student” vs. “provide hints to help students spell the word”
Contingent praise：“This is a good word choice”
Setting authentic and engaging writing tasks：“RAFT”-role/audience/format/topic
Help students acquire skills, strategies, knowledge
Knowledge about writing
Teach basic elements of different types of text
Know about the genre
body:
M – main point / topic sentence
E – evidence / research
A – analysis / elaboration
T – transition sentence
concession parapraph:
A – acknowledge opposition / counterargument
N – now turn back with a strong key word
D – defend your point of view with research
SO – so what is the point?
opening:
A – attention getter / hook
B – bridge / background
C – claim / thesis statement
conclusion:
X – re-EXplain the thesis
Y – why should the audience care?
Z – zing them with a lasting thought
Know about words used to convey meaning
Know about the writing topic (gather what to write about)
Provide good models of written text
Gather ideas to write about
Brainstorming, reading, drawing, experiential task, graphic organizers
concept mapping enhance content and organization
individual mapping-higher level/ cooperative mapping-low+middle
Advantage of computerized concept maps
strategies
drafting
revising
palnning
editing
Foundational skills
Teach text-transcription skills
Teach sentence-construction skill
Model how to combine two or more sentences into a more complex one and then student apply-(语法教学会阻碍写作的动机和产出)
teach vocabulary:Vocabularies that are critical to the topics and to the genre
Learning to write 学习写作（HL）
The product oriented approach 以作品为导向
scaffolding process
Shared tasks：
小学：
大家一起定主题，一起写作 一起构思一篇文章，老师会guide 语言和情节
中学：案例-（怎么写摘要？Summary）
1 从读过的文章里挑出重点词-Gist words
2.通过Gist words 总结文意
3.Purpose of the 文章-inform/persuade
4.Re-read reflection
5.Check list(criteria) for an effective summary
6.Rubric
7.小组写作
Guided task
老师给一些support
Experience tasks：
提供经验：有经历/语言可写经历，语言铺垫，Idea richness
分析阅读别人写的内容也算经验 ，Brainstorm 最好操作
Independent task
The writer oriented approach以作者位导向
The reader oriented approach以读者为导向-Social process
activity
Writer’s workshop
2.Status of the class2-5’
3.Writing time20-45’ or more
4.Sharing 5-15’
1.mini lesson5-15’
表格对比
两句对比，一句原文，一句改写，改写句子用五感增加描写充实度
Reading to learn
强调文体的pedagogy
-connect reading and writing从reading 过度到writing的过程
Procedure ：
中圈：
Detailed reading：一段一段地勾划重点词汇
Joint rewriting：根据重点词一起还原原文
Individual rewriting ：独立操作
内圈：水平很差的学生
sentence making
spelling
sentence writing
外圈：
1.Prepare for reading个：一篇议论文 学习 讨论
2.Joint construction：分析结构特点语言特点，一起写一篇议论文
3.Individual construction：另一个topic写作
Product+audience oriented
IB强调的方式
1.structural feature -
2.Genre
3.Audience
2)Writing to learn 通过写作而学习 （中低阶学生）
