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The Writing Process, Ricardo Alejandro Salinas Moya 1839661 Procesos de…

- - - - Learners write as quickly as possible on the topic for 4-5 minutes, then they stop, read what they have written, and write one sentence summarizing it.
    - - Learners consider the topic from six angles
        
        Describe it
        
        Compare it
        
        Associate it
        
        Analyze it
        
        Apply it
        
        Argue for and against it
    - - Learner makes a list of ideas to include in the writing, then they attempt to organize it and this may lead to additions to the list
    - - They are useful for gathering information before the writing is done
    - - The learners reads texts like the ones they want to write, while reading, they write the questions that the writer seemed to be answering, they organizers to gather, connect and organize ideas about the topic they are going to write about
    - - The teacher gives the learner several sentences that contain the main ideas for a story, the learners add descriptions and more details to produce a bigger text
    - - Learners write their compositions on every second line of the page, then they count the number of words, write the total at the bottom of the page, then they go over their writing using a different colored pen and add more details, recount and add the new number again
    - - The way learners organize their ideas gives them a chance to put their own PoV and their own thought into their writing, particularly in assignments or answering exam questions
        
        Two approaches of organization of academic writing is to
        
        Rank the ideas according to a useful criterion
        
        Classify the ideas into groups
      - Projection into dialogue
        
        Learners look at a model letter and list the questions that the writer of the letter answered, then they use these questions to guide their own writing, then they apply the same procedure to their own writing to check for organization
  - - - Learners get together in small groups and suggest ideas about the writing topic
    - - Its main purpose is to help learners produce ideas, it has three features
        
        They don't worry about error or choice of words
        
        Write without stopping
        
        Concentrate on content
- - - - Teachers should have in mind the wide variety of purposes and readers when developing their writing program, so they can give proper practice regarding those subjects, the following list shows how wide that range can be
        
        Role
        
        Write as yourself
        
        Write as some other person
        
        Audience
        
        Self
        
        Specified individual
        
        Specified group
        
        Classmates
        
        General public
        
        Purpose
        
        To convince, persuade
        
        To entertain
        
        To inform
        
        To maintain friendly contact
        
        To convey, signal
        
        To store information
        
        To learn
        
        To help remember information
        
        Type of Writing
        
        Description
        
        Exposition, analysis, definition, classification
        
        Narrative, description, with evaluative comment
        
        Argument
        
        Literary
        
        Advertisement, media
        
        Journal writing
        
        Narrative
        
        Résumé, summary, paraphrase
        
        A formal letter
        
        A note or formal letter
  - - - the teacher writes personal letters to each learner and they reply in writing. The only rule is each letter should offer the reader some new bit of information about the writer
    - - type of free composition. A situation is created using an advertisement, a letter, a table of numbers, etc. The learners must do a piece of writing that suits the situation
    - - the writer sits next to a reader and as each sentence or paragraph is written, the writer gets feedback from the reader and they discuss what has been written and what might come next.
    - - can be an activity between members of the class. The
        class can be organized so that some people pretend that they are working in some agency. They write letters to each other about various things, asking for information, job offers, etc.
    - - Learners can research and write academic assignments, the use of a marking schedule can help students if they see said schedule beforehand. The marking schedule can include space for comments on handwriting, spelling, grammar, use of sub-headings, acknowledge of sources, quality of organization and ideas.
- - - - There are three ways of getting information about control of the parts
        
        Questioning he writer
        
        Observing the writer going through the process of writing
        
        Looking closely at the written product, that is, the pieces of writing that the writer has already written
  - - - These questions try to find out if the piece of writing is well organized.
        
        Poor performance in this part of the process results in a piece of writing that is difficult to follow, that does not try to grab the reader’s attention, and that is annoyingly unpredictable.
        
        Are these parts arranged in a way that is logical and interesting?
        
        Are the parts clearly signaled through the use of sub-headings or
        promises to the reader?
        
        Are there clear parts to the piece of writing?
        
        Would it be easy to add sensible, well-sequenced sub-headings to the piece of writing?
    - - These questions try to find out if the writer is able to express his or her ideas fluently and clearly.
        
        Poor performance in this part of the process
        is signaled by a short piece of writing, poorly expressed sentences, a large number of spelling, grammar and vocabulary errors, and a poorly connected piece of writing.
        
        Are the ideas well expressed and easy to follow?
        
        Are the parts of the piece of writing clearly signaled?
        
        How much was written in the time allowed?
        
        Is the writing largely error free?
    - - These questions try to find out if the writer has included enough ideas in the piece of writing.
        
        Poor performance in this part of the process is the
        result of not having enough to say.
        
        Does the range of ideas provide a suitably complete coverage of the parts of the topic?
        
        Does the piece of writing draw on a range of sources of information, for example personal opinion or experience, information gathered from reading, or original data?
        
        Does the piece of writing contain plenty of relevant, interesting ideas?
    - - These questions try to find out if the text has gone through several drafts and if the writer has looked critically at all parts of the text and writing process.
        
        Poor performance in this part of the process is signaled by a
        poorly organized and poorly presented text.
        
        In what aspects are there improvements? In what aspects are there no real improvements?
        
        Is the text clear, well organized and well presented?
        
        If the teacher has seen previous drafts of the text, does the present one represent an improvement over the previous drafts?
    - - These questions try to find out if the writer has a clear and consistent picture of who he or she is writing for.
        
        Poor performance in this part of the process is signaled by inconsistent style, lack of detail where the reader needs it and too much information where the reader already knows it.
        
        Is the degree of formality or informality consistent throughout the piece of writing?
        
        Is the amount of detail suited to the knowledge that the reader will bring to the text?
        
        If the writing is based on a set question, does the degree of formality in the writing match the level of formality in the question?
    - - These questions try to find out if the writer can systematically make corrections and improvements to the text.
        
        Poor performance in this part of
        the process is signaled by the failure to respond to feedback, repeated errors, careless errors, references in the text not in the list of references, and inconsistencies in the list of references.
        
        Is the text free of spelling errors, including those that a spellchecker would not find?
        
        Is the text well formatted and consistently formatted?
        
        Are there signs of self-correction?
    - - The questions try to find out if the writer is writing with a communicative purpose.
        
        Poor performance in this part of the process is signaled by the lack of a cohesive purpose.
        
        The text has a clear goal?
        
        If so, the writer clearly stated the goal, and is this statement a true reflection of the piece?
- - - - Writing friendly letters
      - Writing business letters
      - Making lists
      - Note-taking
      - Filling forms
      - Academy Writing
- - - - Learners choose a subject, they research about it and provide written and oral reports
- - - - Awareness of the subprocesses can help teachers locate sources of difficulty that learners face in their writing.
      - There are many ways of dividing the process into subprocesses. From the point of view of teaching techniques, the best division is the one that relates most closely to differences between teaching techniques.
      - Help and training can be provided for any of the subprocesses. The main goal of a process approach is to help learners improve their skills at all stages of the process.
      - The effects of these subprocesses can be seen in learners’ writing and in their spoken comments while and after they write.
      - They do not necessarily occur in a certain order.
- - - - Some learners have difficulties to write their thoughts in general
        
        There are several causes, each requiring their own technique to deal with it, the teacher need to consider how to discover the cause and how to deal with them.
- - - - Checklists containing points to look for in their writing can improve the quality of their written work, and also helps to encourage the learner to review the work
      - In peer feedback learners read their incomplete work to each other to get comments and suggestions on how to improve and continue it.
- - - - Learners can be encouraged to edit through feedback
        
        Feedback provides a means of focusing attention to the language used in a writing and on the writing skill
        
        This includes but is boarder than just correction
        
        To provide a optimal feedback and properly grade, an organizer/model/scheme should be use
        
        Marking using a graph
        
        Learners count the number of words they have written and mark with a / every 50 words, the teacher then marks the average number of mistake in every 100 words, this is done by dividing the number of mistakes by the number of words, result expressed as %
        
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        Marking using a system
        
        It is more useful for the learner if the teacher does not correct their mistakes but show their existence, this is used with a system where the teacher shows where the error is and the type of error
        
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