Google applications to enhance writing instruction
1 like866 views
The document discusses using digital technology like Google Drive to help students improve their writing skills. It outlines common problems students have with writing like lack of ideas, planning, revising, and sense of audience. Google Drive tools like Docs, Forms, and Hangouts can help with generating ideas, planning, multiple drafts with teacher feedback, and collaboration. An example unit plan is provided that uses Drive tools throughout the writing process, from brainstorming to publishing the final work. The document argues the collaborative features of Drive create a better environment for writing instruction compared to traditional methods.
Google applications to enhance writing instruction
- 1. Click to edit Master subtitle style Silvia Rovegno Uruguay
- 2. Agenda
- 4. Writing in English is…… Teaching writing today …… My students are good at… The problems my students show when writing are…….
- 5. Writing implies…Writing implies…Writing implies…Writing implies… Generating ideasGenerating ideasGenerating ideasGenerating ideas PlanningPlanningPlanningPlanning DraftingDraftingDraftingDrafting Revision and editingRevision and editingRevision and editingRevision and editing Sharing (a sense of audience)Sharing (a sense of audience)Sharing (a sense of audience)Sharing (a sense of audience)
- 6. Writing implies…Writing implies…Writing implies…Writing implies…problemsproblemsproblemsproblems Generating ideas….Generating ideas….Generating ideas….Generating ideas….lack of real worldlack of real worldlack of real worldlack of real world knowledge, poor reading habitsknowledge, poor reading habitsknowledge, poor reading habitsknowledge, poor reading habits Planning….Planning….Planning….Planning….no thinking timeno thinking timeno thinking timeno thinking time Drafting…..Drafting…..Drafting…..Drafting…..minimal effortminimal effortminimal effortminimal effort Revision and editing…..Revision and editing…..Revision and editing…..Revision and editing…..what to edit?what to edit?what to edit?what to edit? How to go about it?How to go about it?How to go about it?How to go about it? Sharing ….Sharing ….Sharing ….Sharing ….writing for assessment, thewriting for assessment, thewriting for assessment, thewriting for assessment, the teacher sole audienceteacher sole audienceteacher sole audienceteacher sole audience
- 7. Additional problemsAdditional problemsAdditional problemsAdditional problems Lack of regular reading Limited exposure to different text types Superficial understanding of topics Lack of direct L1 instruction No transferable L1 knowledge beyond narrative and descriptive genres
- 8. So can technology, specially digital technology, help us overcome these problems? Kern (2011: 200) acknowledges that digital technology has significant advantages over other media since it incorporates all of them and given that it has blended naturally into the daily lives of individuals. Apart from this, it allows users to manipulate and integrate data as never before.
- 9. Digital technology has transformed the definition of literacy itself Hyland (2009: 58) states that literacy today implies not just the control over print media but also over a range of electronic media. The impact on writing is an on-going process but he identifies that it has mainly impacted on the “way we write, the genres we create, the authorial identities we assume, the forms of our finished products and the ways we engage with readers”
- 10. Enhances LL Learner autonomy Authentic Input and output
- 11. Word processors Online writing Blogs and wikis Social networking sites Corpora and concordancing
- 12. “the applications or other resources that exist online and are available to multiple users via the Internet, rather than being installed on a particular user´s local computer or mobile device” What is cloud computing?
- 13. Infrastructure as a Service (IaaS) Computing layer of physical hardware, servers and networking components Platform as a Service (PaaS) Provides an environment and framework including development tools, in which software applications can be run Software as a Service (SaaS) Software services such as e-mail, word processing, and spreadsheets
- 16. How can google drive enhance the development of writing? Lack of relevant ideas Planning Revising and editing Lack of sense of audience Composing process Writer isolation
- 17. Lack of relevant ideas How google drive may help: Google presentations Guided discovery to identify personal interest points
- 18. Planning How google drive may help: Google presentations & hangouts Options to organize their planning
- 19. Revising and editing How google drive may help: Google forms Two stages: revise and edit organization, style and ideas; then revise and edit form and layout
- 20. Lack of sense of audience How google drive may help: Sharing tools with peers Final publication and sharing via link
- 21. Composing process How google drive may help: Google docs and hangouts Live monitoring and assistance Collaborative environment Synchronous and asynchronous work
- 22. Writer isolation How google drive may help: Hangouts and google docs Guidance and support from teacher or peers
- 23. Overall advantages Three great advantages: 1.It creates a collaborative environment 2.It is flexible and adaptable to the needs of the writing class, 3.It allows as no other tool I know the possibility of monitoring and intervening live in the process of writing in a simple and affordable way.
- 24. Sample unit of work
- 25. TIME STAGE AIM ACTIVITY 10’ Generating ideas To activate students´ schemata on the topic of bullying. To generate ideas to be used in the articles To focus on topic-specific vocabulary Students brainstorm ideas by visiting two BBC links, analyzing 3 infographics and watching a short clip. They do not need to cover all these sources. They complete a generating ideas guideline in case they need to.
- 26. Click to edit Master subtitle style Article: Bullying today
- 27. Task
- 28. Generating ideas What do you remember about our discussion of the issue of bullying? Make notes on the ideas you remember. Now, do you have all the necessary information to write a fully informed article? You can use the following file to order your ideas: https://docs.google.com/document/d/1VDByOaLYZiB2R-ffdUQo7Xx3S5IGydk- SXCDtVk1gnU/edit (Remember to make a copy in your drive, change its name when you open it) On the next slide you will find links to explore the topic more thoroughly and complete your notes. Remember you need to include: what bullying is, its characteristics and consequences. Explore the links freely. Making a good and clear article requires the use of precise vocabulary. Include the key terms you encounter in the shared glossary below: https://docs.google.com/spreadsheets/d/1gHDotqbD3NbV7Zk8Efoa0QNAAPQWP2oNOu2yY3 5TizA/edit#gid=0
- 30. Check this out
- 31. Or you may want to explore this General issues on bullying: http://www.bbc.co.uk/radio1/advice/bullying Long-term of effects of bullying: http://www.bbc.com/news/health-27063715
- 32. You can also get information from these infographics:
- 37. 10’ Planning To highlight the importance of planning and different strategies that can be used to accomplish it. Students revise the concept of planning, sort out good and not so good planning strategies, and plan their informative articles accordingly.
- 38. Click to edit Master subtitle style Planning stage
- 39. What is planning? How do you plan your writing? What strategies can you use? Scroll over the next slide and cross out the strategies that are not effective in planning
- 41. Planning strategies Good planning strategies ● make a list ● make a spidergram ● write ideas on sticky notes Poor planning strategies ● all the others
- 42. Now, make a plan (an outline of your article) using any of the techniques highlighted above integrating the ideas you generated in the previous stage. This will help you develop your article.
- 43. 30’ Drafting To draft the first version of their informative article Based on their generated ideas and plan, students work on a google doc shared with the teacher on the drafting of their informative article, requesting assistance when necessary. Teacher can also guide students and monitor their drafting process live.
- 44. 10’ First revision and editing To revise their work focusing on ideas, organization and style. Students check their work following a quiz on google forms. They enter their answers on it so the teacher can get a picture of how the whole class is doing in the three key areas.
- 46. 20’ Re drafting To redraft the articles Based on the revision done, students redraft aspects of the articles that still need polishing. 10’ Second revision and editing To revise their work focusing on form and layout. Students check their work following a quiz on google forms. They enter their answers on it so the teacher can get a picture of how the whole class is doing in the three key areas.
- 48. 20’ Final version To produce the final version of the informative articles. Based on the revision done, students redraft aspects of the articles that still need polishing. 10’ Publication To publish students work on the school´s website Students embed a link on the school website to their articles
- 49. Going back to thinking time task Do any of the ideas discussed target the problems you’ve defined? Are you planning to implement these ideas? Which tools did you find most suitable to your teaching context?
- 50. Bibliography Hyland, K. (2003) Second Language Writing. Cambridge: Cambridge University Press Hyland, K. (2009) Teaching and Researching Writing. Second Edition. Harlow: Pearson Education Limited Kern, R. (2011) Technology and Language Learning in Simpson, J. (ed.) (2011) Routledge Handbook of Applied Linguistics New York: Routledge Motteram, G. (ed.) (2013) Innovations in learning technologies for English language teaching London: British Council Publications Stanley, G. (2013) Language Learning and Technology: Ideas for integrating technology in the classroom Cambridge: CUP Warschauer, M. (2010) New tools for Teaching Writing Language Learning and Technology Vol. 14. No. 1, pp. 3-8
- 51. Click to edit Master subtitle style