Morley TheLongandWindingRoa d1

Information about Morley TheLongandWindingRoa d1

Published on February 4, 2008

Author: Regina1

Source: authorstream.com

Content

The Long and Winding Road? Writing as product and process: The Long and Winding Road?Writing as product and process Catherine Morley MEXTESOL 23.04.05 Slide 2: 2 The Long and Winding Road?   Thinking about teaching writing.   Reasons for writing.   Theories of writing in ELT.   Different types of writing, different approaches.   Process-writing activities.   Genre-analysis for teachers and students.   The best of both worlds Slide 3: 3 Thinking about teaching writing. How often do you do writing in class?  W What procedure do you follow?  W What is your students’ attitude to written work? And how do you feel about it? H Have you tried any of the following? If so, how successful was it? ·        Giving students a model text before they do a piece of written work ·        Collaborative writing ·        Marking codes for written work ·        Peer evaluation of written work ·        Students brainstorm ideas in groups before beginning a piece of written work ·       Learners do more than one draft of a piece of writing, with feedback from you or other learners in between drafts Slide 4: 4 Slide 5: 5 Reasons for asking our students to write   Extension of a topic seen in class Practice of a language structure or vocabulary seen in class Exam preparation Fun Vary pace / classroom dynamics Preparation for ‘real world’ needs – present or future Accuracy focus As basis for evaluation To develop / practice language skills which can then be used in another context To keep them quiet! Slide 6: 6 Writing needs analysis How important are these types of writing to your classmates? Tick them for each person who says they are a priority. Essays Formal letters Informal letters E-mails Reports Other (please state) _______________ Slide 7: 7 3 approaches to writing Slide 8: 8 From White and Arndt, Process Writing. Stages of Process Writing Slide 9: 9 Different types of writing, different approaches How ‘fixed’ are the following in terms of:        Layout?         Organisation of information? ·        Grammatical structures used? ·        Vocabulary used? A description of a friend or family member letter of complaint P piece of ‘free writing’ done while the student listened to music An IELTS-type for and against essay A wedding invitation A short story An estate agent’s description of a house A poem A contract of employment Put them in order from most to least fixed Slide 10: 10 MOST FIXED    A contract of employment    A wedding invitation   An estate agent’s description of a house    A letter of complaint (see appendix and attached document)    An IELTS-type for and against essay    A description of a friend or family member.    A short story    A poem    A piece of ‘free writing’ done while the student was listening to music. LEAST FIXED Slide 11: 11 IELTS Academic Training Task 2 Should wealthy nations be required to share their wealth among poorer nations by providing such things as food and education? Or is it the responsibility of the governments of poor nations to look after their citizens themselves? Slide 12: 12 Loopwriting (from Arndt and White) Slide 13: 13 Slide 14: 14 Process writing – Peer Evaluation of written texts Make a note of places in your partner’s draft which:   ·         you particularly liked or enjoyed ·         you particularly disliked or found unnecessary ·         you found unclear ·         you would have liked to know more about. Suggest any changes in the organisation of the draft (e.g. paragraphing, the sequence of ideas, the relationship between ideas) .   Summarise your partner’s text: The main idea in this text is………   White and Arndt (1992) Slide 15: 15 Peer response – further ideas Other ways of getting learners to respond to one another’s writing   ·         Put the texts up around the classroom. Learners use ‘post-it’ notes to write questions about the texts for the author to collect and answer, possibly in writing. ·         Students read several other texts and make notes of ideas for later discussion. ·         The teacher prepares a ‘Treasure Hunt’ of questions, the answers to which are all in the texts on the walls. ·         Students respond naturally to the text type, for example, they write a reply to a letter of complaint.   Emma Pathare, Encouraging peer response. www.teachingenglish.co.uk Slide 16: 16 because not only……but also however such as resulted in for instance due to as well as in addition nevertheless despite moreover Logical linking words Slide 17: 17 Lightbown found that learning appeared to be optimal in:   …those situations in which the students knew what they wanted to say and the teacher’s intervention made clear to them that there was a particular way to say it. Slide 18: 18 Combining different approaches to writing Brainstorming Assessing ideas A model text   Focus on model text coherence and cohesion Organising ideas  6. Writing 7. Correction and Reading     Vanessa Steele, How to approach discursive writing, www.teachingenglish.org.uk Slide 19: 19 Error correction codes for students’ written work Sp – Spelling WO – Word order VF – verb form WF – word form Pr – Preposition WW – wrong word C – collocation A – article error / - missing word // - start new paragraph here ? – meaning or handwriting unclear !! – You should know what’s wrong here! Slide 20: 20 Bibliography and suggested reading   Badger, Richards and White, Goodith (2000). A process genre approach to teaching writing. ELT Journal Volume 54(2), pp. 153-160   *Hedge, Tricia (1988). Writing. Oxford University Press.   Tribble, Christopher (1996). Writing. Oxford University Press   *White, Ron and Arndt, Valerie (1991). Process Writing. Longman   BBC / British Council website www.teachingenglish.org.uk- Think section on writing   *Contain lots of practical classroom activities Appendix letters of complaint attached excercise: 21 Appendixletters of complaintattached excercise

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