Professional Documents
Culture Documents
CLASSROOM
1.0 SYNOPSIS
Topic 1 introduces you to the key concepts and issues related to the nature and purpose
of writing. It also provides you with information on the different types of writing as well
as the background knowledge (prerequisites) a writer needs to have before embarking
on his/her own writing.
1.2 FRAMEWORK
Nature and Purpose of Writing
Definition of
writing
1.3
Purposes
of writing
Types of
writing
Prerequisites
to writing
What is Writing?
1
1.4
Why do we write?
1.4.1 We write for a variety of reasons, among which are the following:
poems, short stories, novels, jokes, riddles). The style is less formal
and less structured.
1.5
1.5.2
Descriptive Writing
river cave, the river passage runs about 1.6 km through the hill.
There are three very large chambers and some spectacular
stalactites and stalagmites.
Source : http://en.wikipedia.org/wiki/Gua_Tempurung
The first reason why people shouldnt watch too much television is
because the content of many TV programmes is not educational.
Nowadays, we can see movies, series, and shows that present
scenes of violence, sex, and drugs .
1.6
Prerequisites to writing
Before a writer begins to write, there are certain prior information or background
knowledge he/she would need to have. Among these are :
1.6.4 Language
Tutorial Task
Source for information related to What a writer needs to know (prerequisites to
writing). Compile your information into the following categories:
Conventions
Thinking Skills
Organisational Skills
Value Systems
Mechanics
The Writing Process
References
Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Britton, J., Burgess, A., Martin, N., McLeod A., & Rosen, R. (1975). The
development of writing abilities, 11-18. London: Macmillan Education.
2.0 SYNOPSIS
Topic 2 introduces you to the developmental stages of writing which are writing
readiness, early writing and developmental writing. Each stage provides you with
explanations, examples and basic principles of teaching.
2.2 FRAMEWORK
Developmental Stages of Writing
Writing
readiness
2.3
Early
writing
Developmental
writing
Writing Readiness
Writing readiness refers to a stage in a childs early life where he displays signs
of wanting to put his thoughts or ideas into visual forms. These visual forms may
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knowledge
a realisation that he can put his thoughts into words which greatly
increases his growing knowledge of the world around him
interest
beginning to discover the interesting fact that writing is another form of
communication
visual readiness
beginning to recognise shapes and numbers as well as distinguish letters
in the alphabet
visual memory
beginning to recognise one or two syllable words (cat, rabbit)
Many preschool activities that just seem like fun are actually building fine
motor skills and eye/hand coordination. Here are 10 examples of activities:
* Working with
Puzzles
8
*Stringing beads
* Finger painting
Source : http://voices.yahoo.com/writing-readiness-getting-preschooler-ready-for5754960.html
2.3.1 Penmanship
Penmanship is the technique of writing with the hand using a writing
instrument (pencil, pen, crayon, brush). It is crucial that children are taught
the skills of penmanship despite the fact, that computer-printed documents
have greatly reduced the need for handwitten work.
New technology has definitely replaced the need for as much
handwritten work, so handwritting has suffered. However, there
will always be a need for a certain amount of handwritten work,
such as writing essays during examinations , filling in forms or
taking notes. Hence, its critical to develop good penship.
Source : http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-ofpenmanship-by-todays/
Source : http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-ofpenmanship-by-todays/
2.4
Early Writing
During this stage of writing, a child begins to develop basic understanding of the
mechanics of writing.
Effective writing requires a sound understanding of the mechanics of good
writing. A useful analogy in thinking about the mechanics of writing is that of
driving a car. Important information includes
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enourage the desire to put their thoughts into writing for example,
a child writes a simple poem expressing his sadness that the local
council has cut down his favourite tree in the park
read to children
-
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2.5
Developmental Writing
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During this stage of writing, a child progresses into a deeper understanding of the
mechanics of writing which includes the following:
spelling
grammar
text organisation and cohesion
2.5.1 Spelling
When teaching spelling, the teacher should focus on :
2.5.2 Grammar
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14
choronological
order of importance
sequence/process writing
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spatial/descriptive writing
TUTORIAL
1.
2.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti.
3.0 SYNOPSIS
Topic 3 introduces you to several techniques of teaching writing. Be aware that there
are no correct or best way of teaching writing. Your choice of technique depends on
a combination of factors such as learners cognitive/proficiency levels, classroom
environment or learning outcomes. We encourage you to try out the techniques
suggested in this topic and of course, adapt if the need arises.
3.2 FRAMEWORK
Approaches to Teaching
Writing
Product
Approach
3.3
Process
Approach
Genre
Approach
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Stage 1
Model texts are read, and then features of the genre are highlighted.
For example, if studying a formal letter, students' attention may be
drawn to the importance of paragraphing and the language used to
make formal requests. If studying a story, the focus may be on the
techniques used to make the story interesting, and students focus on
where and how the writer employs these techniques.
Stage 2
This consists of controlled practice of the highlighted features, usually
in isolation. So if students are studying a formal letter, they may be
asked to practise the language used to make formal requests,
practising the 'I would be grateful if you would' structure.
Stage 3
Organisation of ideas. This stage is very important. Those who favour
this approach believe that the organisation of ideas is more important
than the ideas themselves and as important as the control of
language.
Stage 4
The end result of the learning process. Students choose from a
choice of comparable writing tasks. Individually, they use the skills,
structures and vocabulary they have been taught to produce the
product; to show what they can do as fluent and competent users of
the language.
Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
3.4
of what they want to say, discuss this again and then to write a detailed account.
(Kilfoil and der Walt, 1997:252)
The four common stages to this approach are:
Product Approach
Process Approach
one draft
individual
collaborative
Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
3.6
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3.7
Product Approach
Process Approach
Genre Approach
writing takes
place in a social
situation, and
is a reflection
of a particular
purpose
imitation is one
way in which
people learn.
learners background
knowledge and
experiences contribute to
the development of writing
ability
active participation of
learning can
happen
consciously
through
imitation and
analysis
21
Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
3.7.2 Weaknesses
Product Approach
Process Approach
Genre Approach
process skills of
writing, such as
planning a text
are less
emphasized
learners
knowledge and
experiences are
undervalued;
passive learners
focus on writing as
mere process with the
same set of steps to
follow through,
insufficient importance
to the kind of texts
writers produce and
why such texts are
produced.
Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
3.8
The approach that you decide to use will depend on you, the teacher, and
on the students, and the genre of the text. Certain genres lend themselves
more favourably to one approach than the other. Formal letters, for
example, or postcards, in which the features are very fixed, would be
perhaps more suited to a product-driven approach, in which focus on the
layout, style, organisation and grammar could greatly help students in
dealing with this type of writing task.
Other genres, such as discursive essays and narrative, may lend
themselves to process-driven approaches, which focus on students' ideas.
Discursive activities are suited to brainstorming and discussing ideas in
groups, and the collaborative writing and exchanging of texts help the
students to direct their writing to their reader, therefore making a more
successful text.
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Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
According to Badger and White (2000), adapting the three approaches will give
the teacher an electic approach to teaching writing.
An effective methodology for writing needs to incorporate the insights
of product, process, and genre approaches. One way of doing this is
to start with one approach and adapt it.
For example, one problem in the process approach is the lack of
input. White and Arndt (1991) suggest techniques
such as group work, where input is provided by other learners, and
conferencing, where input is provided on a one-to-one basis by the
teacher.
Also, some process writing material makes use of sample texts,
usually after the learners have produced a first draft (see for example
White 1987). Adapting an approach has led to important
developments in the writing classroom.
3.9
Other considerations
Apart from selecting or adapting from the three approaches, there are other
issues to consider.
Source : http://www.teachingenglish.org.uk/articles/approaches-process-writing
Tutorial Task
1. Discuss with your coursemates the approaches you use to teach
writing in your ESL primary classroom.
2. Design a writing project which incorporates the three approaches.
References
Badger, R. & G. White. 2000. A process genre approach to teaching writing. ELT
Journal, 54(2): 153-160.
24
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Kilfoil & der Walt (1997) Outcomes-based education in the English Second Language
classroom in South Africa. Retrieved from http://www.highbeam.com/doc/1G1172525569.html
TOPIC 3 (Part II) : TECHNIQUES FOR TEACHING WRITING SKILLS
3.10 SYNOPSIS
3.12 FRAMEWORK
Techniques in Teaching
WritingSkills
Techniques
using :
- pictures
- readings
- language
skills
- controlled
writing
Techniques in
teaching:
- practical
writing
- organisation
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3.13
3.14
Divide the class into two groups and supply each group with different pictures.
Set some communicative tasks so that learners are able to convey
information to others.
Provide a picture to each group of learners so that only one member has the
picture. This learner needs to convey what is in the picture with the help of
questions posed by other members in the group
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fancyhomedesign.com
3.14.1 Description
Get the class to provide words to label the picture. Then they write down
other words and phrases on strips of paper to describe the room, e,g, next
to, on the right, in front of etc., and paste them on the board. Next, teacher
takes away the picture and the strips. Learners write descriptions of the
picture based on memory and exchange with their friends
3.14.2 Description, comparison and contrast
Each group of learners is given a different picture of room layout.
Members of each group then discuss and write a description of the room.
Then each group takes turn to read their description while other
groups( who are given picture of empty room, draw (or paste) furniture in
their room. Then this is followed by discussion of the diferent positions of
furniture.
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3.15.1 Copying
-
Learners are given 3 sentences and they arrange them in order of sense,
and provide reasons
Provide learners with 2 sentences but there is a gap between the
sentences. Learners try to write a sentence that connects the two
sentences
3.15.5 Completion
-
Brainstorming
Guided discussion
Interviews
Skits / hot seat
Dictation
Note taking
Story telling
Controlled composition
Questions and answers
Guided composition
30
3.18
3.19
Sentence combining
Parallel writing
Fill in forms
Letters
Emails
Lists
Daily notes/ memo/messages
Instructions
Draw outlines
Analysis
Model
Tutorial Task
1.
Select a picture and design a series of writing activities using the one
picture many techniques approach.
2.
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References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
30 Ideas for Teaching Writing. (2003). Retrieved December 13, 2012, from
http://www.nwp.org/cs/public/print/resource/922
TOPIC 4 : SELECTION AND ADAPTATION OF MATERIALS
AND ACTIVITIES
4.0 SYNOPSIS
Topic 4 provides you with information on selection and adaptation of materials for the
ESL learners.
4.2 FRAMEWORK
Criteria for Selection
and Adaptation
Age and
Maturity
Learning
Styles
Proficiency
Levels
Exploitabilty
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4.3
33
4.4
4.5
I think giving weaker students in the class a written task that is too
difficult can do a great deal of damage. They become
discouraged. They feel that English is too difficult for them. They
lose motivation. They lose confidence. Giving stronger students a
task that is too easy is not so damaging I believe but still doesn't
really benefit the student a great deal and may do damage to their
motivation.
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Visual (spatial)
36
Adapting materials to suit our pupils learning styles is one way of ensuring
learners success in the ESL classrooms. Below are a few ideas:
Preproduction
Level 2
Beginning/Production
Level 3
Intermediate
Level 4
Advanced intermediate
Materials have to be adapted to suit these range of learners. For example, the
teacher simplifies the vocabulary of a reading passage to make it more
comprehensible to her less proficient pupils.
Writing tasks are also designed to suit the pupils proficiency levels. Below is an
example of a task designed for pupils of different proficiency levels.
Level 2
Pupils are a given picture series of a road accident. Teacher provides
sentence strips and pupils match the strips to the correct pictures.
Pupils copy the sentences in their worksheet.
Level 3
Pupils are given a picture series of a road accident. Word cues are
provided. Pupils select appropriate words for each picure. Using the
selected words, pupils construcat sentences describing each picture.
Level 4
Pupils are given a picture series of a road accident. In groups, pupils
brainstorm for appropriate words or phrases to describe each picture.
Pupils write about the accident in the form of a narrative essay
Level 5
Pupils are given a composite picture of a road accident. Pupils take
on various roles as depicted in the picture and write an eyewitness
account of the accident.
4.5.4 Exploitability
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The teacher selects the story The Ant and The Dove
Source : http://www.aesopfables.com
The teacher then exploits the story in a number of ways. Here are
some suggestions:
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Tutorial Task
1. Select a short story and adapt it for an average Year 4 class of
ESL learners. Suggest suitable writing activities based on the story
you have adapted.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
40
5.0 SYNOPSIS
5.2 FRAMEWORK
Assessing Writing Skills
Assessmen
t Strategies
Provide
Feedback
41
5.3
Assessment Strategies
Assessment on writing is imperative in order to gather information for the
purpose of guiding instruction. It is meant to be specific on the pattern to be
observed/addressed. Writing samples should be assessed across a variety of
purposes for writing to give a complete picture of a student's writing performance
across different text structures and genres. It is invaluable to both students, who
can learn from their errors, and teachers, who can check the students' progress
and identify specific problems.
These simple classroom measures can fulfil various functions of assessment
including: identifying strengths and weaknesses, planning instruction, evaluating
instructional activities, giving feedback, monitoring performance, and reporting
progress.
Assessment strategies may depend on the information required by the assessor.
Each strategy offers unique methods and instruments. The key is to understand
their different writing purposes, how they can be structured and categorised, and
finally, what to do with the results. It is not necessary to use all methods possible
within a category, but all categories should be included in an assessment plan.
5.4
Feedback
Feedback, like assessment, compares standards and expectations with actual
student performance to evaluate the quality of work. However, the purpose of
feedback differs from that of assessment in that the purpose of feedback is to
highlight those areas of performance which satisfied standards and expectations,
rather than to grade the performance.
It is important that teachers clarify standards and expectations before students
engage in the writing task. By doing so, students will learn how to assess their
own performance in the future. The feedback process provides an opportunity for
teachers and students to engage in meaningful dialogue about what
differentiates successful performance from unsuccessful as they together review
expectations and standards (Fink, 2003)
5.4.1
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strategic - not too little, not too much; shaping student development,
step-by-step over time. Students can be challenged without being
overwhelmed.
Tutorial Task
1.
Obtain a sample of a pupils written work and study it. Discuss ways to
provide feedback and justify the feedback given.
References
44
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Fink (2003). A Self-Directed Guide to Designing Courses for Significant Learning
Retrieved from
http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf
Raimes, A. Techniques in Teaching Writing.(1983). Cambridge University Press (p139)
6.0 SYNOPSIS
Topic 6 introduces you how to interpret the writing skills in the syllabus. It also discusses
how to select and prepare activities for teaching different levels of writing skills.
6.2 FRAMEWORK
Planning for Teaching Writing
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Interpreting the
writing skills in the
syllabus
6.3
Selecting and
preparing activities for
teaching different
levels of writing skills
Grading and
sequencing the writing
lessons according to
level of difficulty
6.4
6.5
When planning for writing lesson, the flow of the lesson plan should begin with
Level 1 before progressing into Level 2 and 3 for this particular matching
exercise. This is to ensure learners are able to grasp proper understanding of the
lesson and to successfully achieve intended objectives.
6.6
47
Tutorial Task
1.
Refer to the KSSR English syllabus and compile a list of writing skills as
stated in the syllabus.
2.
Collect a range of writing lesson plans from your colleagues. Identify the
level of these lessons based on the pupils proficiency levels.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Huraian Sukatan Pelajaran. Kementerian Pelajaran Malaysia.
48
6.7 SYNOPSIS
Topic 6 introduces you to lesson planning. It also provides you with information on the
pedagogical principles for a writing lesson using the Product Approach, as well as the
stages of a writing lesson using the Process Approach.
state the pedagogical principles for a writing lesson using the product
approach
describe the stages of a writing lesson using the process apporach
6.9 FRAMEWORK
Lesson Planning
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6.10
Example 1:
What do you do first? (First, I )
What do you do next? (Next, I .) etc.
In this example, learners learn to write a paragraph using
sequence connectors.
Example 2:
Last Friday, my friends and I went to Kellies Castle. I brought
a bottle of water and a camera with me. I carried a haversack as
well.
1.
2.
3.
6.10.2.5 Dictation
This activity provides learners with models of sentence
structures and models of text organisation commonly used in
writing. It also allows learners to practise spelling and
punctuation
Teacher needs to provide immediate feedback by displaying the
original text, whereby learners correct their own work or do peer
correction
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6.11
the context and form of the sentences is not imposed upon by the
teacher, but can be generated by the class together as a pre-writing
activity (i.e. short notes, list of questions, arguments for/against an
issue on the board)
Example:
One hot day walking home - sports practice strange box
- ground took - opened found police owner grateful
6.11.2.4 Dicto-comp (combines dictation and composition)
-
6.12
Stage 1: Prewriting
6.12.2
Stage 2: Writing
Learners write the first draft, and make changes as they progress into
the writing stage
53
make their meaning clearer through more precise words and apt relationship of ideas,
substitute a poor example for a better example resulting in a more interesting piece of
writing
54
6.12.3
Stage 3: Publication
Publishing involves sharing learners writing with an audience. It is
pertinent for learners to proof-read their final piece of writing to
ensure they are error-free
6.13
6.14
What is genre?
6.14.1
Generating ideas
Focusing ideas
Focus on a model text
Organising ideas
Writing
Peer evaluation
Reviewing
Generating ideas
55
6.14.2
Focussing ideas
Involves thinking about which of the many ideas generated are the
most important or relevant, and perhaps taking a particular point of
view
The teacher then draws a mind-map on the board, using ideas from
the different groups. At this stage the teacher can also introduce
some useful collocations (word combinations i.e. crying shame or
great success) which gives the learners the tools to better
express their own ideas
6.14.3
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6.14.4
Organising ideas
6.14.5
6.14.6
6.14.7
Writing
Peer evaluation
Reviewing
Use
Example
WW
Wrong word
WT
Wrong time
WF
Wrong form
WO
Wrong order
SP
Spelling
Punctuation
Extra word
Missing word
RW
Re-write
Source : http://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf
59
Tutorial Task
1.
Select a genre and plan an outline of a writing lesson using the process
approach. Share the outline with your peers and get feedback from them.
2.
Obtain a sample of a pupils written work. Correct the work using your
own set of correction code. Show your corrections to your peers for
comments.
Reference
Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
60
7.0 SYNOPSIS
Topic 7 deals with designing remedial and enrichment activities for developing writing
skills.
7.2 FRAMEWORK
Remedial Activities
7.3
Enrichment Activities
Remedial Activities
Remedial activities are meant to help struggling young learners overcome their
writing difficulties. The instruction for struggling students needs to begin as soon
as difficulties emerge.
61
It is much harder to help learners if problems are detected later. Learners needs
are different at various stages in their learning and teachers must develop tasks
to accommodate these needs.
At the lower proficiency level, frequent, short writing activities can help to build
familiarity and develop a useful, productive vocabulary. The variety and length of
tasks can be extended for intermediate level learners, developing more complex
themes and building a repertoire of strategies for effective writing.
Studies have shown that remedial activities when conducted effectively will
produce the desired results of improving learners writing skills. Here is an
example of such a study:
7.4
Enrichment Activities
Advanced level learners need to develop a greater understanding of genres and
the place of writing in particular discourse communities. They also need to
develop their strategies and establish their own voice in the second language.
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Enrichment activities (or extension activities) are meant to inspire the advanced
level learners to further develop their creative inspiration.
Heres a sample of an enrichment activity
Tutorial Task
1. Identify a common writing problem among our Malayisan lower primary ESL
learners. Design a remedial activity for these learners.
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References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Bartram, M & Walton, R. (1991). Correction: Mistake Management, A Positive Approach,
Language Teaching Publications.(p94).
TSL 3107
December 2012
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