Teaching writing
- 1. CRMEF MOHAMMED V SAFI ENGLISH DEPARTMENT TEACHING WRITING
- 2. Outline •What is writing? •Why writing is important? •Types of writing •Mechanics of writing . •Writing as a process •Writing as a product •Writing skills •Quick writing •Planning to teach writing •Assessing writing
- 3. What is writing •the creation of written discourse •putting sentences together to form a text •It is a practical means for fixing or consolidating various language components (e.g vocab,syntax,functions etc). •It is a means of reinforcing other skills.before and while writing,writers gather data or information by observing ,reading,listening, and talking to others.
- 4. Why writing is important for students? Help them acquire useful techniques for effective writing Help them learn specific skills that apply to all forms of writing Familiarizing them with common writing mistakes Help them develop specific skills to meet unique writing demends Communicate specific information or ideas utilizing the format ,Language and content relevant to a specific context .
- 5. Types of writing Formal writing ( .letters , email, books…………..) Informal writing ( abreviations ,slang………………) Narrative Descriptive Expositary Argumentative
- 6. Mechanics of writing Punctuation. Transitional expressions. Capetalization. Spelling. Handwriting.
- 7. Writing as a process Final version Planning =pre- writing Drafting = writing Editing= re-writing
- 8. Writing as a process Pre-writing Planning and Thinking Getting thoughts down on paper. Free-write, outline, note, Discuss,and think of the topic
- 9. Writing as a process How……..? Brainstorming / Vocabulary Surveying / forms Researching / Discussion
- 10. Writing as a process Things students must know in the pre- writing phase The purpose of their writing The audience they are writing for The content (structure / sequence) ( genre / register)
- 11. Writing as a process writing First Draft Putting your ideas and thoughts together Forming sentences and paragraphs
- 12. Writing as a process Re_writing / Editing Revising and Reflecting Rewriting or rearranging sentences. Proofreading
- 13. Writing as a process Presenting Final Draft Sharing your work with (pairs , classmates) publishing, speaking
- 14. Writing as a product Students are encouraged to mimic a model text, which is usually presented and analyzed at an early stage. Product approach focuses on writing tasks in which the learner imitates, copies and transforms teacher supplied models The use of language is the manipulation of fixed patterns, these patterns are learned by imitation
- 15. Writing as a product Steps in writing as a product Stage 1 Model texts are read Stage 2 consists of controlled practice Stage 3 Organisation of ideas. Stage 4 The end result of the learning process.
- 16. Writing skills Use the orthography correctly, including the script, and spelling and punctuation conventions. Use the correct forms of words. This may mean using forms that express the right tense, or case or gender. Put words together in correct word order. Use vocabulary correctly. Use the style appropriate to the genre and audience. Make the main sentence constituents, such as subject, verb, and object, clear to the reader. Make the main ideas distinct from supporting ideas or information. Make the text coherent, so that other people can follow the development of the ideas.
- 17. Quick Writing Quick writing is strategy used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open-ended question or prompt posed by the teacher before, during, or after a lesson.
- 18. Quick Writing Purpose Use before, during, and after reading to: Activate prior knowledge by preparing students for reading, writing, or a discussion Promote reflection about key content concepts Encourage critical thinking Organize ideas for better comprehension Increase background knowledge when shared Synthesize learning and demonstrate understanding of key concepts Reinforce vocabulary Provide a purpose for reading Assess student knowledge on the topic prior to reading
- 20. Writing Process Approach The writing process approach consists of five major stages; the pre-writing stage, the draft stage, the revision stage, the edition stage, then the publishing stage. Students who make use of this approach get better grades than those who follow the traditional one.
- 21. The Pre-Writing Stage Steve Peha defines this stage as the first activity students need to do before starting to write, Students have to take their time for brainstorming and has a clear idea about his main topic, Here, students plan how they are going to organise their thoughts.
- 22. The Draft Stage The drafting stage comes right after when the student decides about his topic and ideas, The student, at this stage, writes paragraphs and focus on communicative meaning, Students may find some difficulties such as lack of ideas and organization problems.
- 23. The Revision Stage Students need to revise what they have written to check the flow and sound of words since hearing the language of the piece from an oral reading is very important. The piece of writing, at this stage, must be reorganized and in the shape of a complete unit. Students might reform the piece, add or omit details. This stage is of paramount importance in the sense that they can revise the structure of sentences.
- 24. The editing stage Here, students need to reconsider his spelling, writing and grammar mistakes and make sure his message will be clear for the reader. Peer and self-editing are very beneficial; students will get to communicate with each other. Hence, correcting each other’s mistakes
- 25. The Publishing Stage This stage represents the act of presenting written work to an audience, The product must be finished and posted on a school magazine, online etc.
- 26. Writing Assessment Traditional way of correcting students’ writing In fact, there are various ways of providing feedback and correcting students' essays such as teacher’s total correction, error identification, giving comments and peer correction. Unfortunately, many teachers if not all just cross the students’ mistakes and give grades. (Saito, 1994; 46) In the traditional direct error correction of students’ writing, the teacher is the only reader who corrects students’ papers. He just crosses or circles the students’ mistakes, writes marginal comments and gives a grade.
- 27. Writing Assessment This method is divided into two categories; correcting the form and the content of students’ writing: First, in correcting the form of his students’ writing, the teacher examines if the students respected the form of the model text. Second, concerning the correction of the content, the teacher focuses on students’ grammar, spelling and vocabulary mistakes. (Williams, 2003) By doing so, teachers just expect their students to look over the correction and hope they won’t repeat the same mistakes.
- 28. Writing Assessment Alternative correcting method For Penaflorida (1998), “Assessment and evaluation are not the sole responsibility of the teacher. Teachers need to make their students realize that paper is their own property, thus answering the question of ownership.”
- 29. Writing Assessment Pulverness (2005) came up with alternative correcting methods that teachers can adopt in engaging their students in the correction process; Selective correction Signposting Correction code Individual self-correction Peer correction Whole- class correction Remedial teaching
- 30. Writing Assessment Selective correction: In this method, the teacher focuses on two areas of correction like tenses and spelling. Signposting: One way of engaging students in the correcting process is to indicate to students where the mistake and it is the students’ role to correct them. Correction code: In this method, the teacher uses a set of letters and symbols to show students what kind of mistakes they have made in their writing.
- 31. Writing Assessment Correction code: G = grammar P = punctuation V = vocabulary (wrong word) Prep. = preposition ? = I don’t understand what you have written. Please explain. Sp = spelling W.o. = word order T = wrong verb tense Wf = wrong form N = number / agreement (singular vs. Plural) ^ = something missing Ø = not necessary
- 32. Writing Assessment Individual self-correction: In this method, students have the responsibility to find out their mistakes and to correct them. Then, the teacher checks his students’ correction and gives feedback on the areas that the students’ need to improve. Peer correction: As the title shows, students work in pairs or groups to exchange their papers and give feedback to each others’ problems. The teacher needs to check his students’ correction to make sure if they are valid. Whole-class correction: The teacher selects common mistakes made by students, write them on the blackboard and correct them with the whole class.
- 33. Writing Assessment Remedial teaching: This method takes place after correcting students’ mistakes. If the teacher notices that his students repeat the same mistakes, he should offer students further explanations of the lessons where they have problems.
- 34. Writing Assessment The aim of these alternative correcting methods is to engage students in the correction of their writing.
- 35. Bibliography Samaa, AA (2012). Teachers’ feedback on students’ writing: Alternative correcting methods. Howard. DW (n.d.). The writing process.
- 36. Thank you