Ideas for Writing in the language classroom
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This document discusses the writing process and characteristics of written text. It outlines the main stages of writing as planning, drafting, and editing. Key characteristics of written text include permanence, explicitness, density, detachment, and organization. The document also examines different purposes of writing such as expression of ideas, writing as an end in itself, or as a means to another end. Various techniques for generating ideas, planning writing, and responding to and correcting student work are presented.
Ideas for Writing in the language classroom
- 1. M.Ed. Maria Luisa Mu
- 2. The writing process PLANNING DRAFTING FINAL VERSION? EDITING FINAL VERSION
- 3. Characteristics of the written text Permanence Explicitness Density Detachment Organization
- 4. Characteristics of the written text Slowness of production, speed of reception Standard language A learnt skill Sheer amount and importance
- 5. Purposes of writing The expression of ideas, the conveying of a message to the reader. Writing as an end in itself Writing as both a means and end Writing as a means
- 6. Writing as an end Students are writing real messages for real audiences. The choice of writing tasks will depend on why students are studying English.
- 7. Writing as a means Reinforcement writing Preparation writing Activity writing Look for examples in your textbook What type of writing texts are students asked to create?
- 8. Generating ideas The buzz group: a collaborative model. Individuals, pairs and groups. Pyramid planning:Students think about a topic individually and then discuss it in pairs and then in groups.
- 9. Generating ideas Note making: the spaghetti approach, the spidergram or mind map. Ordered points For and against
- 10. Making a plan Board fill For and against Main idea magnets Papers in a hat
- 11. Responding and correcting Responding: we are concerned with the content and design of the writing more than with the accuracy of the text. Correcting: we indicate when something is not right: syntax, concord, collocation.
- 12. Ways of correcting students´work Selective correction Using marking scales Using correction symbols Reformulation Peer review Practical activity
- 13. Chinese proverb
- 14. Metacognitive activity What have you learned? What have you remembered? What have you decided to do as a consequence of these sessions?