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Module (TSL 3073)

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    poems! short stories! novels! 3okes! riddles). The style is less formal

    and less structured.

    1., Fi-+ ai! t'/+s ) *iti!"

    There are five main types of writing.

    1.,.1 Naati-+ Witi!"

    This type of writing comprises of a sequence of events together with characters

    and setting (e'amples" a story! autobiography)

    4'ample ". 5s I was observing myself in the mirror! I suddenly noticed in the

    reflection the door knob of my room door turning slowly.

    1.,.2 %+si/ti-+ Witi!"

    This type of writing comprises of detailed accounts of physical attributes or

    qualities of a person! an ob3ect or a place. These descriptions evoke the reader2s

    sense of sight! hearing! smell! touch and taste which enable the reader to form a

    vivid picture of what2s being described.

    4'ample " ,y late grandfather! a tall! handsome ,alay gentleman! was amost dedicated clerk who worked in the ritish education office in

    ,alaya before the 6apanese 7ccupation ...

    1.,.3 E/)sit)' Witi!"

    This type of writing comprises of facts! information and e'planation of concepts!

    issues or topics related to scientific or general knowledge. 4'pository pieces of

    writing are impartial! which means the writer does not include his/her

    interpretations or opinions (e'amples" the solar system! cooperative learning)

    4'ample " 8ua Tempurung is a cave in 8openg! $erak! ,alaysia. It is popular

    among spelunkers! or caving enthusiasts. ,ore than 9 km long! it is

    one of the longest caves in $eninsula ,alaysia. $art of it has been

    developed as a show cave with electric lighting and walkways and

    there are a range of tours of different lengths and difficulty. 5 fine

    3

    http://en.wikipedia.org/wiki/Gopenghttp://en.wikipedia.org/wiki/Perakhttp://en.wikipedia.org/wiki/Malaysiahttp://en.wikipedia.org/wiki/Cavinghttp://en.wikipedia.org/wiki/Show_cavehttp://en.wikipedia.org/wiki/Perakhttp://en.wikipedia.org/wiki/Malaysiahttp://en.wikipedia.org/wiki/Cavinghttp://en.wikipedia.org/wiki/Show_cavehttp://en.wikipedia.org/wiki/Gopeng

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    river cave! the river passage runs about 1.: km through the hill.

    There are three very large chambers and some spectacular

    stalactites and stalagmites.

      -ource " http"//en.wikipedia.org/wiki/8ua;Tempurung

    1.,.& P+sasi-+ Witi!"

    This type of writing comprises of the writer2s views or statements which intend to

    convince the reader to agree/accept the writer2s point of view. -uch writings also

    include facts and information which promote or support the writer2s stance. %e

    can find e'amples of such writings in advertisments and political articles.

    4'ample " The first reason why people shouldn2t watch too much television is

    because the content of many T< programmes is not educational.

    #owadays! we can see movies! series! and shows that present

    scenes of violence! se'! and drugs .

    1.,., A"+!tati-+ Witi!"

    This type of writing takes the style of a debate in which the writer first takes a

    stance and presents supporting facts/points/evidence. 5t the same time! the

    discussion also includes ob3ections/criticisms of the opposing stance.

    4'ample" The suggestion to allow students to bring handphones to school

    has sparked off a heated debate between parents and

    administrators. Teachers oppose this suggestion as they opined

    that handphones can be used as an e'amination cheating tool

    apart from being a ma3or distraction during the teachinglearning

    process. 7n the other hand! parents welcome this suggestion as

    they view that times have changed and bringing handphones to

    school is a way for them to keep in touch with their children!

    especially in case of emergencies.

    -ource " http"//thestar.com.my/education/

    1.4 P++5isit+s t) *iti!"

    4

    http://thestar.com.my/education/http://thestar.com.my/education/

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    efore a writer begins to write! there are certain prior information or background

    knowledge he/she would need to have. 5mong these are "

    1.4.1 S6+t att+

    The writer needs to have relevant information about the topic or sub3ect matter

    he/she wishes to write on. -uch prior knowledge can be gathered from reference

    books! 3ournals! discussions with e'perts! observations or personal e'periences.

    1.4.2 P/)s+

    The writer2s purpose will affect the way he/she writes. =or e'ample! does the

    writer wish to persuade the reader to purchase the latest model of a particular car 

    or does the writer wish to inform the reader about atrial fibrillation (a heartabnormality)>

    1.4.3 I!t+ati)! a!( a s+!s+ ) a(i+!+

    The writer needs to establish his/her audience. The following questions serve as

    a guideline"

    • %ho is the target audience>

     5re they children! teenagers! young adults! professionals in the

    same field! women! hobbyists! general readers>

    • %hat is the knowledge level of the targe audience>

     5re they beginners! intermediary or advanced level readers>

    • ?ow to attract the audience2s interest>

    -hould the layout include pictures! charts! diagrams or 3ust printed

    words> $erhaps have a catchy (interesting) title.

    1.4.& La!"a"+

    5

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    It is important that a writer needs a repertoire of language skills to enable him/her 

    to write effectively. These skills include a range of sentence patterns! words!

    stylistic variants ! knowledge of idiomatic e'pressions and phrases. 7verall! the

    writer needs a strong understanding of te't as a written discourse where the

    those skills are interrelated to produce a coherent piece of writing.

    Tt)ia8 Tas9

    -ource for information related to %hat a writer needs to know+ (prerequisites to

    writing). @ompile your information into the following categories"

    A @onventions

    A Thinking -kills

    A 7rganisational -kills

    A

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    2.0 SYNOPSIS

    Topic B introduces you to the developmental stages of writing which are writing

    readiness! early writing and developmental writing. 4ach stage provides you withe'planations! e'amples and basic principles of teaching.

    2.1 LEARNING OUTCOMES

    y the end of Topic B! you will be able to"

    • develop understanding of writing readiness

    • develop understanding of early writing• understand the stages of developmental writing

    2.2 FRAMEWORK

    2.3 Witi!" R+a(i!+ss

    %riting readiness refers to a stage in a child2s early life where he displays signs

    of wanting to put his thoughts or ideas into visual forms. These visual forms may

    7

    &evelopmental -tages of %riting

    %riting

    readiness

    4arly

    writing

    &evelopmental

     writing

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    initially look like doodles!squiggles! crooked lines or even drawings of stick

    figures. 5ll these are representations of a child2s"

    • 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)

    • motor and coordination skills

    beginning to display a dominat writing hand (eg" being left or right

    handed)

    motor coordination of the hand! wrist! elbow and shoulder when writing

    displaying eye and hand coordination skills.

    8

    ,any preschool activities that 3ust seem like fun are actually building fine

    motor skills and eye/hand coordination. ?ere are 1C e'amples of activities"

    H %orking with

    $u**les

    H uliding with blocks H $ouring water into cups

    H-tringing beads H =inger painting H ouncing and catching

    balls

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      -ource " http"//voices.yahoo.com/writingreadinessgettingpreschoolerreadyfor DGDF:C.html

    2.3.1 P+!a!shi/

    $enmanship 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 computerprinted documents

    have greatly reduced the need for handwitten work.

    -ource " http"//www.reporternews.com/news/BC1B/dec/CJ/writeorwrongrelevancyof  penmanshipbytodays/

    9

    #ew technology has definitely replaced the need for as muchhandwritten work! so handwritting has suffered. ?owever! there

    will always be a need for a certain amount of handwritten work!

    such as writing essays during e'aminations ! filling in forms or

    taking notes. ?ence! it2s critical to develop good penship.

      Kim 5le'ander! &istrict 4ducation -uperintendent

    etter formation often is the root of students2 handwritting

    problems. They start at the wrong place. =or e'ample! when

    you write an Le2 you should start at the middle instead of at the

    bottom. Mou start at the middle then go up! around and down.

    If you have correct letter formation! your writing is more

    efficientN you2re quicker. There2s a reason you write your

    letters in a certain order.

      allard! third grade teacher 

    http://voices.yahoo.com/writing-readiness-getting-preschooler-ready-for-http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-http://voices.yahoo.com/writing-readiness-getting-preschooler-ready-for-http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-

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    -ource " http"//www.reporternews.com/news/BC1B/dec/CJ/writeorwrongrelevancyof 

    penmanshipbytodays/

      Techniques of good handwriting include"

    • space between letters! words! paragraphs

    • alignment

    • proportion! si*e! height of letters (upper case! lower case letters)

    • direction of pen movements

     2.& Ea8' Witi!"

    &uring this stage of writing! a child begins to develop basic understanding of the

    mechanics of writing.

    2.&.1 S+!t+!+ )!stti)! a!( /aa"a/h *iti!"

    10

    4ffective writing requires a sound understanding of the mechanics of good

    writing. 5 useful analogy in thinking about the mechanics of writing  is that of

    driving a car. Important information includes

    • the various components of the car (parts of speech in writing)

    • how these components function together (the rules of

    grammar)

    • what is needed to keep the car moving along! stopping and

    starting in the right places! and pausing whenever it isnecessary (punctuation)

      0ead more at " http"//writingworkshop.edtec.unsw.edu.au/mech.html 

    http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-http://writingworkshop.edtec.unsw.edu.au/mech.htmlhttp://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-http://writingworkshop.edtec.unsw.edu.au/mech.html

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     5n integral part of writing is the ability to construct sentences and

    paragraphs. It is important for a teacher or parent to teach a child to write

    using systematic methods and various activities.

    The main principles in teaching children to write are "

    A provide meaningful conte't for wriitng

    create opportunites for chidlren to write! e'amples birthday card

    to daddy! thank you card to grandma! writing shopping lists!

    copying food labels

    • give children insights into writing

    create an awareness and develop a deeper understanding of the

    various forms and functions of writing

    A develop children2s curiosity and thinking skills

    enourage the desire to put their thoughts into writing for e'ample!

    a child writes a simple poem e'pressing his sadness that the local

    council has cut down his favourite tree in the park

    create in them the curiosity to know the consequences of their

    writing for e'ample the above child2s poem gets published in the

    local press resulting in an e'planation by the council that the treewas old and termiteinfested ! therefore it was cut down.

    -ubsequently a new tree was planted to replace the old tree.

    A read to children

      reading aloud and participatory reading of stories provide rich

    resources for children to develop ideas to write as well as

    increasing their vocabulary range. 5dults (teachers! parents!

    grandparents) need to set aside time and take the effort to read to

    children.

    11

    Teaching children to write sentences can be difficult because of theabstract concept of the two parts of a sentence O the sub3ect and

    predicate. @hildren mistakenly use sentence fragments in their

    writing because that is how people commonly speak. ,odeling

    proper sentence structure and activities that help students

    understand necessary parts of a sentence will teach children to write

    them correctly.

    0ead more " Teaching @hildren to %rite -entences

    http"//www.ehow.com/info;JBFF9G;teachingchildrenwrite

    sentences.html

    http://www.ehow.com/info_8299374_teaching-children-write-sentences.htmlhttp://www.ehow.com/info_8299374_teaching-children-write-sentences.htmlhttp://www.ehow.com/info_8299374_teaching-children-write-sentences.htmlhttp://www.ehow.com/info_8299374_teaching-children-write-sentences.html

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    2., %+-+8)/+!ta8 Witi!"

    12

    -entence or not a sentence>

    7ne of the first things I try to teach my students is to recognise

    sentences. They learn that sentences e'press a complete idea.

    ?ere are some e'ercises that will help them recognise

    sentences.

    • ?ave each student make two cards (one will say

    -4#T4#@4 and the other will say #7T 5 -4#T4#@4).

    The teacher then reads phrases aloud. If it2s a sentence!

    the children must raise the correct card. If it2s not a

    sentence! they must raise the other card.

    0ead more " -entences" 5ctivities and essons

    http"//www.busyteacherscafe.com/literacy/sentences.html

    http://www.busyteacherscafe.com/literacy/sentences.htmlhttp://www.busyteacherscafe.com/literacy/sentences.html

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      &uring this stage of writing! a child progresses into a deeper understanding of the

    mechanics of writing which includes the following"

    • spelling

    • grammar 

    • te't organisation and cohesion

    2.,.1 S/+88i!"

    %hen teaching spelling! the teacher should focus on "

    • teaching the relationship between the most common phonemes

    (sounds) of 4nglish E graphemes (letters)

    • teaching the most common words.

    • developing visual memory for shapes of words.

    • developing relevant dictionary skills.

     

    helping pupils devise ways of helping themselves to remember

    common but some trouble words. 

    %hen it comes to teaching children to spell! there is no magical method but a

    practical approach is to integrate spelling in listening! speaking! reading E writing.

    2.,.2 Gaa 

    13

    Th+ %);s a!( %)!;ts ) S/+88i!" 

    =irst of all! please note that very little research is availableregarding the teaching and acquisition of spelling skills.?owever! evidence of good practice is. ,any teachers havedeveloped the tried and true strategies to help their studentsbecome better spellers. ?ere is what they say and do" .

    0ead more http"//specialed.about.com/od/literacy/a/spell.htm

    http://specialed.about.com/od/literacy/a/spell.htmhttp://specialed.about.com/od/literacy/a/spell.htm

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    It is essential that children are taught grammar rules to enable them to be

    better writers. Teachers can refer to a range of resources for ideas to

    teach grammar meaningfully and en3oyable.

    2.,.3 %itati)! as a Witi!" E+is+

    14

    Teaching children 4nglish grammar can be a daunting task for two

    main reasons. =irst! there are so many nuances of the langauge for

    children to learn. -econd! learning all these rules can be boring.

    ?owever! teaching 4nglish grammar can be done in an engaging way.

    ?ere are some ideas"

    1. 4'pose your students to the proper use of 4nglish grammar.

    @hildren will internally develop grammar rules on their own through

    e'posure to the language. It2s your responsibility as the teacher to

    provide this e'posure. This means always modelling propergrammar in your speech and writing. If you don2t want your

    students to make errors in sub3ectverb agreement! don2t make

    these errors yourself. 5lso! get your students reading as much as

    possible. 8ood writers do a lot of reading.

    0ead more" ?ow To Teach 4nglish 8rammar to @hildren

    http"//www.ehow.com/how;F9FGF;teachenglishgrammar

    children.html

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    • spatial/descriptive writing

    Teachers should focus on a variety of activities/e'ercises to build

    sentences and form paragraphs of the different te't structures.

    TUTORIAL

    1. @ollect a sample of a child2s handwritten work. -tudy the handwriting and

    identify the problems. &iscuss appropriate techniques to help overcome

    those problems.

    B. Identify suitable activities to develop sentence construction and paragraph

    writing skills among primarylevel pupils.

    R+++!+s

    @hitravelu! #.et.at (BCCD). ELT ethodololog!" #rin$iples and #ra$ti$e. -elangor" =a3ar

    akti.

    16

    1. Cas+ a!( E+t " The resuls of something are e'plained.

    4'ample " The dodo bird used to roam in large flocks across 5merica.

    Interestingly! the dod wasn2t startled by gun shots. ecause of this!

    fronriersmen would kill entire flocks in one sitting. nable to sustain

    these attacks! the dodo was hunted to e'tinction.

    B. Ch)!)8)"ial " information in the passage is organised in order

    of time

    4'ample " 6ack and 6ill ran up the hill to fetch a pail of water. 6ack fell

    down and broke his crown and 6ill came tumbling after.

    0ead more at" http"//www.ereadingworksheets.com/te'tstructure/

    TOPIC 3

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    3.0 SYNOPSIS

    Topic 9 introduces you to several techniques of teaching writing. e aware that there

    are no correct+ or best+ way of teaching writing. Mour choice of technique depends on

    a combination of factors such as learners2 cognitive/proficiency levels! classroom

    environment or learning outcomes. %e encourage you to try out the techniques

    suggested in this topic and of course! adapt if the need arises.

    3.1 LEARNING OUTCOMES

    y the end of Topic 9! you will be able to"

    • select appropriate teaching techniques

    • design suitable writing activities

    3.2 FRAMEWORK

    3.3 P)(t A//)ah t) T+ahi!" Witi!"

    17

     5pproaches to Teaching

    %riting

    $roduct

     5pproach

    $rocess

     5pproach

    8enre

     5pproach

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    This is a traditional! behaviorist approach in which learners imitates or copies

    the writing models supplied by the teacher. 5 model for such an approach is

    given below"

     

    -ource" http"//www.teachingenglish.org.uk/articles/productprocesswritingacomparison

    3.& P)+ss A//)ah t) T+ahi!" Witi!"

    This approach looks at writing as a process in whi$h st%dents are given time to

    thin& abo%t and dis$%ss their ideas on a spe$ifi$ topi$, write a draft or framewor&

    18

    -tage 1

    ,odel te'ts are read! and then features of the genre are highlighted.=or e'ample! if studying a formal letter! studentsP attention may bedrawn to the importance of paragraphing and the language used tomake formal requests. If studying a story! the focus may be on thetechniques used to make the story interesting! and students focus onwhere and how the writer employs these techniques.

    -tage B

    This consists of controlled practice of the highlighted features! usuallyin isolation. -o if students are studying a formal letter! they may beasked to practise the language used to make formal requests!practising the PI would be grateful if you wouldP structure.

    -tage 9

     7rganisation of ideas. This stage is very important. Those who favour this approach believe that the organisation of ideas is more importantthan the ideas themselves and as important as the control of language.

    -tage

    The end result of the learning process. -tudents choose from achoice of comparable writing tasks. Individually! they use the skills!structures and vocabulary they have been taught to produce theproductN to show what they can do as fluent and competent users of the language.

    http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparisonhttp://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison

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    of what the! want to sa!, dis$%ss this again and then to write a detailed a$$o%nt' 

    (ilfoil and der Walt, 1**+")

    The four common stages to this approach are"

    • P+*iti!"$ selecting a topic and planning what to say

    • Witi!"" putting a draft version on paper 

    • R+-isi!"$ making changes to improve the writing

    • E-a8ati)!$ assessing the written work

    Sta"+ 1

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      -ource" http"//www.teachingenglish.org.uk/articles/productprocesswritingacomparison

    3., %i++!+s 6+t*++! P)(t A//)ah a!( P)+ss A//)ah

    $roduct 5pproach $rocess 5pproach

    • imitate model te't   • te't as a resource for

    comparison

    • organisation of ideas more

    important than ideas

    • ideas as starting point

    • one draft   • more than one draft

    • controlled practice of focus

    language structures / features

    • more globalN focus on purpose!

    theme! te't type

    • individual • collaborative

    • emphasis on end product   • emphasis on creative process

      -ource" http"//www.teachingenglish.org.uk/articles/productprocesswritingacomparison

     

    3.4 G+!+ A//)ah t) T+ahi!" Witi!"

    In a genre approach to writing! learners study te'ts in the genre they are going to

    be writing. =or e'ample if the focus genre is a formal letter! then learners are

    given samples of formal letters to look at and analyse the key features. %hen this

    is done! they begin their own writing.

    adger and %hite (BCCC"1DD) have noted that there are strong similarities

    between the product approach and the genre approach! in which the genre

    approach is seen as an e'tension of the former. The difference! however!between the two approaches is the emphasis on social conte't in genre

    approach.

    20

    http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparisonhttp://www.teachingenglish.org.uk/articles/product-process-writing-a-comparisonhttp://www.teachingenglish.org.uk/articles/product-process-writing-a-comparisonhttp://www.teachingenglish.org.uk/articles/product-process-writing-a-comparisonhttp://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison

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    3.7 St+!"ths a!( W+a9!+ss+s

    et us e'amine the strengths and weakness of each approach.

    3.7.1 St+!"ths

    $roduct 5pproach $rocess 5pproach 8enre 5pproach

    • the need for

    learners to be

    given linguistic

    knowledge about

    te'ts (grammar!

    sentence

    structures!

    punctuation)

    • emphasis on the skills

      in writing

    (brainstorming!

    drafting! review! editing)

    • 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

    e'periences contribute to

    the development of writing

    ability

    • active participation of

    • learning can

    happen

    consciously

    through

    imitation and

    analysis

    21

    ike product approaches! genre approaches regard writing aspredominantly linguistic but! unlike product approaches! theyemphasi*e that writing varies with the social conte't in which itis produced. -o! we have a range of kinds of writingQsuch assales letters! research articles! letters of apology! recipes! andreportsQlinked with different situations.

    0ead more" 5 process genre approach to teaching writinghttp"//newresearch.wikispaces.com/file/view/genreRprocessRapproach.pdf 

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    learners in the process

      -ource " http"//newresearch.wikispaces.com/file/view/genreRprocessRapproach.pdf 

      3.7.2 W+a9!+ss+s

    $roduct 5pproach $rocess 5pproach 8enre 5pproach

    • process skills of

    writing! such as

    planning a te't

    are less

    emphasi*ed

    • does not provide

    learners with adequate

    linguistic knowledge to

    write successfully

    • does not provide

    learners with

    adequate linguistic

    knowledge to write

    successfully

    • learners2

    knowledge and

    e'periences are

    undervaluedN

    passive learners

    • focus on writing as

    mere process with the

    same set of steps to

    follow through!

    insufficient importance

    to the kind of te'ts

    writer2s produce and

    why such te'ts are

    produced.

    • learners are largely

    passive

      -ource " http"//newresearch.wikispaces.com/file/view/genreRprocessRapproach.pdf 

    3.> Whih a//)ah t) s+#

    22

    The approach that you decide to use will depend on you! the teacher! and

    on the students! and the genre of the te't. @ertain genres lend themselvesmore favourably to one approach than the other. =ormal letters! for 

    e'ample! or postcards! in which the features are very fi'ed! would be

    perhaps more suited to a productdriven approach! in which focus on the

    layout! style! organisation and grammar could greatly help students in

    dealing with this type of writing task.

    7ther genres! such as discursive essays and narrative! may lend

    themselves to processdriven approaches! which focus on studentsP ideas.

    &iscursive activities are suited to brainstorming and discussing ideas in

    groups! and the collaborative writing and e'changing of te'ts help the

    students to direct their writing to their reader! therefore making a moresuccessful te't.

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    %riting is a comple' process and learners could become easily frustrated

    if feedback is delayed or not provided. =urthermore! if learners are

    required to rework on their drafts without adequate feedback! they could

    react negatively to such endeavours.

    -ource " http"//www.teachingenglish.org.uk/articles/approachesprocesswriting

    3.?.2 Witi!" as )!iati)!

    earners must be made to understand that writing is not merely to test

    their language skills but it is a form of communicating their thoughts!

    ideas! feelings and e'periences.

    %riting tasks should be designed to provide learners the reallife

    e'periences of communicating with an audience. 5ctivities such asproducing a class maga*ine/bulletin! e'chaging emails/letters with friends!

    blog writings should be made a part of the classroom writing e'perience.

    Tt)ia8 Tas9

    1. &iscuss with your coursemates the approaches you use to teach

    writing in your 4- primary classroom.

    B. &esign a writing pro3ect which incorporates the three approaches.

    R+++!+s

    adger! 0. E 8. %hite. BCCC. 5 process genre approach to teaching writing. ELT .o%rnal, D(B)" 1D91:C.

    24

    It takes a lot of time and effort to write! and so it is only

    fair that student writing is responded to suitably. $ositive

    comments can help build student confidence and create

    good feeling for the ne't writing class.

    http://www.teachingenglish.org.uk/articles/approaches-process-writinghttp://www.teachingenglish.org.uk/articles/approaches-process-writing

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    @hitravelu! #.et.at (BCCD). 4T ,ethodolology" $rinciples and $ractice. -elangor" =a3ar

    akti

    Kilfoil E der %alt (1FFG) 7utcomesbased education in the 4nglish -econd anguage

    classroom in -outh 5frica. 0etrieved from http"//www.highbeam.com/doc/181

    1GBDBDD:F.html

    3.10 SYNOPSIS

    Topic 9 introduces you to several techniques of teaching writing. %e encourage you to

    try out these techniques in your own classrooms.

    3.11 LEARNING OUTCOMES

    y the end of Topic 9! you will be able to"

    • select appropriate teaching techniques

    design suitable writing activities

    3.12 FRAMEWORK

    25

    TOPIC 3

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    3.13 F) C))! T+h!i5+s

    4- learners should be taught to write for a variety of reasons! which includes

    recording personal e'periences! e'pressing ideas without the pressure of face

    toface communication and e'ploring a particular sub3ect matter .

    ?ere are five common techniques to teach learners to write"

    • Techniques in using pictures

    • Techniques in using readings• Techniques in using all language skills

    • Techniques in using controlled writing

    3.1& T+h!i5+s i! Usi!" Pit+s

    • 8enerating whole class discussion that leads to writing! based on a varieties

    of pictures such as posters! te'tbook pictures! maga*ine pictures! brochures!

    advertisement! simple pictures drawn on board ! duplicated pictures etc

    • &ivide the class into two groups and supply each group with different pictures.

    -et some communicative tasks so that learners are able to convey

    information to others.

    • $rovide 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

    • earners bring their own pictures O favourite advertisement! familyphotograph! own drawing etc. ringing such items help learners develop

    personal attachment to their pictures and they will find the writing tasks more

    meaningful! especially when answering questions from their peers. 0eal

    communication can be developed

    26

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    • 8o beyond the picture to enable learners to make inferences! predictions and

    suppositions about the world beyond the pictures.=or e'ample they could be

    asked to visualise what happened before and after! what caused the situation

    to occur and what the result will be.

    • 7ne picture many techniques

    fancyhomedesign.com

    3.1&.1 %+si/ti)!

    8et 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! ne't

    to! on the right! in front of etc.! and paste them on the board. #e't! teacher 

    takes away the picture and the strips. earners write descriptions of the

    picture based on memory and e'change with their friends

    3.1&.2 %+si/ti)! )/ais)! a!( )!tast

    4ach group of learners is given a different picture of room layout.,embers 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.

    27

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    3.1&.3 Paa"a/h ass+68'

    earners are given strips of sentences containing a description of the

    room. In groups! pupils discuss the possible arrangement of the sentences

    to form a complete and coherent paragraph.

      3.1&.& S+!t+!+ )6i!i!"

    4ach learner is given a strip of paper containing a sentence which can be

    combined using sentence connectors. earners go around finding their

    Lother half2. 5t higher level! learners can be asked to write a simple

    sentence and combine it with their partner.

       Ali/s room is small' Ali/s room is tid!'  Ali/s room is small b%t tid!'

    earners can then proceed to paragraph writing by combining the

    sentences written by group members.

    3.1&., Paa"a/h )/8+ti)!

    $repare a paragraph describing about the picture and paste it on the

    board but omit the ending.In groups! learners discuss how to end the paragraph. They write their

    endings on a strip of paper. Then all the groups paste their strips and

    teacher compares the sentences.

     

    3.1&.4 C)!t)88+( )/)siti)!

     5sk learners to pretend to be 5li. earners rewrite the paragraph using the

    past tense"

      ! bedroom was small b%t tid!'

    3.1&.7 Gi(+( )/)siti)!

    earners discuss in groups what they would write in a paragraph

    beginning with"

    28

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     Ali/s bedroom is bright and $olo%rf%l'

      or 

      Ali/s bedroom is d%ll and drab'

    3.1&.> R)8+ /8a'

    Teacher prepares role play cards of two persons talking about 5li2s room.

    earners !in groups will note down important details from the cards.

      Then based on the information! learners discuss and write a paragraph.

    3.1&.? B+')!( th+ ))

    earners are given a picture of an empty room and pictures of furniture.

    earners create their own arrangement of the furniture . They discuss and

    write a paragraph describing the new room.

    4ach group displays their plan of the room with a brief written description.

    4ach group2s picture when pieced together will form a complete house

    plan.

    3.1, T+h!i5+s i! Usi!" R+a(i!"s

    3.1,.1 C)/'i!"

    - @opying answers on b/board after a discussion

    - @opy a good piece of writing

    - @opy down one sentence they like best in a story read

    - @opy new words and sentences into their notebook

    3.1,.2 Eai!+ )h+si-+ 8i!9s

    - earners read passage and underline ad3ectives/ connectors etc

    - earners replace the words in the te't with synonyms

    - earners copy a passage but leave some blanks and pass to their friends

    to be completed

    - Teacher provides a short passage with some blanks

    29

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    3.1,.3 Eai!+ /!tati)! a!( "aa 

    - earners read passage and underline the purposes of punctuation

    - earners underline specific structures or grammatical item

    3.1,.& Eai!+ s+!t+!+ aa!"++!t

    - earners are given 9 sentences and they arrange them in order of sense!

    and provide reasons

    - $rovide learners with B sentences but there is a gap between the

    sentences. earners try to write a sentence that connects the two

    sentences

    3.1,., C)/8+ti)!

    - learners are to complete the ending of a paragraph/story

    - learners are given a passage where all the verbs have been deleted.

    earners complete the passage with appropriate verbs.

    3.14 T+h!i5+s i! Usi!" A88 La!"a"+ S9i88s

    • rainstorming

    • 8uided discussion

    • Interviews

    • -kits / hot seat

    • &ictation

    • #ote taking

    • -tory telling

    3.17 T+h!i5+s i! Usi!" C)!t)88+( Witi!"

    • @ontrolled composition

    • Suestions and answers

    • 8uided composition

    30

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    &.3 Th+ R)8+ ) Mat+ia8s i! th+ ESL C8ass))

    In many 4- classrooms! te'tbooks function as the main teachinglearning

    resource. sing te'tbooks is an efficient way of implementing the syllabus in

    terms of time and costeffectiveness.

    ,uch of the teachinglearning process is determined in the te'tbooks and

    teachers deliver the content as designed whilst pupils learn what is presented inthe te'tbooks.

    Towards the late 1FGCs! a paradgim shift towards studentcentered learning

    resulted in educators e'ploring the use of other materials in the 4- classrooms.

    %hile te'tbooks remain the primary resource! other forms of materials emerged

    as supplementary resources.

    Teachers have access to a wide selection of materials ranging from"

    • authentic printed materials O eg. brochures! newspapers! maga*ines• audio/video recordings O eg. audio books! poetry/songs! movies

    • video clips O eg. the art of origami downloaded from MouTube

    • computer software O eg.-pellu**! %ord Treasure @hest

     

    33

    In other words! learners should be the center of instruction and

    learning. The curriculum is a statement of the goals of learning!

    the methods of learning! etc. The role of teachers is to helplearners to learn. Teachers have to follow the curriculum and

    provide! make! or choose materials. They may adapt!

    supplement! and elaborate on those materials and also monitor 

    the progress and needs of the students and finally evaluate

    students.

    0ead more " -electing E &eveloping Teachingearning

    ,aterials http"//itesl3.org/5rticles/Kitao,aterials.html

    http://iteslj.org/Articles/Kitao-Materials.htmlhttp://iteslj.org/Articles/Kitao-Materials.html

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    &.& Th+ N++( t) A(a/t Mat+ia8s

    ,aterial adaptation is the process of modifying an e'isting material/resource into

    one that serves a different purpose or for a different group of learners.

    ,aterials are usually adapted for their"

    • format (eg" from a newspaper article to a picture series)

    language level (eg" from advanced learners to less proficient learners)• focus skill (eg" from a reading te't to a listening te't)

    &., Cit+ia ) S+8+ti)! a!( A(a/tati)! ) Mat+ia8s

    The criteria comprises of four main aspects "

    • learners2 age and maturity level

    • learning styles

    • proficiency levels

    • e'ploitability

    34

    ,aterial adaptation can save time and money if changes

    needed are not e'tensive. =or e'ample! the technical content

    may require a few changes! and the adaptation may be able

    to take advantage of creative concepts and formats proved

    successful elsewhere. There may still be a need! however! to

    ad3ust the material or product for a different culture or conte't!

    including messages! visuals! and language

    0ead more "http"//www.cchangepro3ect.org/sites/default/files/@ulletin1C.pdf 

    http://www.c-changeproject.org/sites/default/files/C-Bulletin-10.pdfhttp://www.c-changeproject.org/sites/default/files/C-Bulletin-10.pdfhttp://www.c-changeproject.org/sites/default/files/C-Bulletin-10.pdfhttp://www.c-changeproject.org/sites/default/files/C-Bulletin-10.pdf

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    &.,.1 L+a!+s A"+ a!( Matit' L+-+8

     5ge refers to the number of years a person has lived while a person2s

    behaviour and cognition are reflected through his maturity level. It is a

    common belief that a person2s age is proportional to his maturity level!

    which is the older you are! the wiser you become. ?owever! this is not

    always the case.

    In the classroom for e'ample! a teacher is faced with a group of 1C yearolds. The cognition or learning abilities of these pupils range from what is

    commonly termed as smart! average and weak. Taking this scenario of a

    mi'edability class! it is crucial that the teacher designs teachinglearning

    activities to suit her pupils. This calls for a need to adapt materials suited

    for each group.

    35

     

    I think giving weaker students in the class a written task that is too

    difficult can do a great deal of damage. They becomediscouraged. They feel that 4nglish is too difficult for them. They

    lose motivation. They lose confidence. 8iving stronger students a

    task that is too easy is not so damaging I believe but still doesnPt

    really benefit the student a great deal and may do damage to their 

    motivation.

    0ead more" %riting Tasks for ,i'ed 5bility @lasseshttp"//www.eltnews.com/columns/young;learners/BCCF/C9/writing; tasks;for;mi'ed;abilit.html

    http://www.eltnews.com/columns/young_learners/2009/03/writing_tasks_for_mixed_abilit.htmlhttp://www.eltnews.com/columns/young_learners/2009/03/writing_tasks_for_mixed_abilit.htmlhttp://www.eltnews.com/columns/young_learners/2009/03/writing_tasks_for_mixed_abilit.htmlhttp://www.eltnews.com/columns/young_learners/2009/03/writing_tasks_for_mixed_abilit.html

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    &.,.2 L+a!i!" St'8+s

    It is acknowledged that individuals have different learning styles. -ome

    learn better by reading printed materials while others prefer to listen to

    audio te'ts. 8enerally! people have a mi'ed range of stylesN some may

    find they have a dominant style while for others the style changes

    depending on the learning circumstances.

    The -even earning -tyles

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    hesitancy in academic 4nglish.

    The leaner is able to read fluently

    and comprehend te'tsN needs

    assistance in writing tasks.

    evel D 5dvanced The learner speaks and

    understands converstational andacademic 4nglish well.

    The learner is proficient in reading

    and writing skills! requiring only

    occasional support.  -ource " http"//ell.dpi.wi.gov/files/ell/pdf/elplevels.pdf 

    ,aterials have to be adapted to suit these range of learners. =or e'ample! the

    teacher simplifies the vocabulary of a reading passage to make it more

    comprehensible to her less proficient pupils.

    %riting tasks are also designed to suit the pupils2 proficiency levels. elow is ane'ample of a task designed for pupils of different proficiency levels.

    • evel B

    $upils are a given picture series of a road accident. Teacher provides

    sentence strips and pupils match the strips to the correct pictures.

    $upils copy the sentences in their worksheet.

    • evel 9

    $upils are given a picture series of a road accident. %ord cues are

    provided. $upils select appropriate words for each picure. sing the

    selected words! pupils construcat sentences describing each picture.

    • evel

    $upils are given a picture series of a road accident. In groups! pupils

    brainstorm for appropriate words or phrases to describe each picture.

    $upils write about the accident in the form of a narrative essay

    •evel D$upils are given a composite picture of a road accident. $upils take

    on various roles as depicted in the picture and write an eyewitness

    account of the accident.

     

    &.,.& E/8)ita6i8it'

    38

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    4'ploitability refers to how a selected material can be used to develop the

    learners2 language skills. %hen an 4- teacher selects a material! there

    are various ways to adapt the material to teach different skills O in other

    words! the original material is e'ploited in many ways. elow is an

    e'ample"

    • The teacher selects the story The 5nt and The &ove+

      -ource " http"//www.aesopfables.com

    • The teacher begins by adapting the story to suit the proficiency

    level of her pupils. -ome parts in the story may have to be

    simplified! for e'ample"

    5n 5nt was thirsty.It went to the river bank to drink some water+

    • The teacher then e'ploits the story in a number of ways. ?ere are

    some suggestions"

    39

    The 5nt and the &ove

      5n 5nt went to the bank of a river to quench its thirst!

    and being carried away by the rush of the stream! was onthe point of drowning.

     5 &ove sitting on a tree overhanging the water plucked aleaf and let it fall into the stream close to her. The antclimbed onto it and floated in safety to the bank.

    -hortly afterwards a birdcatcher came and stood under the tree! and laid a trap for the &ove! which sat in thebranches.

    The 5nt! perceiving his design! stung him in the foot. In

    pain the birdcatcher threw down the trap and the noisemade the &ove take wing.

    http://www.aesopfables.com/http://www.aesopfables.com/

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    (i) isten and complete the story(ii) 0etell the story in your own words(iii) 0ewrite the story into a dialogue(iv) %rite a poem based on this story

    .

    Tt)ia8 Tas9

    1. -elect a short story and adapt it for an average Mear class of

    4- learners. -uggest suitable writing activities based on the story

    you have adapted.

    R+++!+s

    @hitravelu! #.et.at (BCCD). 4T ,ethodolology" $rinciples and $ractice. -elangor" =a3ar

    akti

    40

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    ,.0 SYNOPSIS

    Topic D discusses assessment strategies and feedback which includes aspects to

    consider when implementing these strategies.

    ,.1 LEARNING OUTCOMES

    y the end of Topic D! you will be able to"

    • design assessment strategies for writing• provide effective feedback

    ,.2 FRAMEWORK

    41

    TOPIC , $ ASSESSING WRITING SKILLS

     5ssessing %riting -kills

     5ssessmen

    t -trategies

    $rovide

    =eedback

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    ,.3 Ass+ss+!t Stat+"i+s

     5ssessment 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. %riting samples should be assessed across a variety of 

    purposes for writing to give a complete picture of a studentPs writing performance

    across different te't structures and genres. It is invaluable to both students! whocan learn from their errors! and teachers! who can check the studentsP 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.

     5ssessment strategies may depend on the information required by the assessor.

    4ach strategy offers unique methods and instruments. The key is to understandtheir 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.

    ,.3.1 What t) )!si(+ *h+! (+si"!i!" a! ass+ss+!t$

    • aspects of writing taken into account (e'ample" content! organi*ation!

    grammar! vocabulary! spelling)

    • type of descriptors to be used (e'ample " numbers! letters! words such

    as e'cellent+! good+! fair+)

    • criteria to be established to understand what each descriptor

    represents. These criteria could be arranged in holistic scales (general

    42

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    descriptions of writing ability) or analytic scales! which separate the

    aspects of writing into different units.

     

    ,.& F++(6a9

    =eedback! like assessment! compares standards and e'pectations with actual

    student performance to evaluate the quality of work. ?owever! 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 e'pectations!

    rather than to grade the performance.

    It is important that teachers clarify standards and e'pectations before students

    engage in the writing task. y 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

    e'pectations and standards (=ink! BCC9)

      ,.&.1 E+ti-+ ++(6a9 is$

    • provided as quickly as possible once the written task is carried outN

    • a deliberate teaching tool! which notes the quality of the performance

    and how it can be improvedN

    • individualised and focused on the student2s performance not on her or 

    him as a personN

    • able to clarify the criteria against which the student2s performance is

    being 3udged and the standards for different levels of performanceN

    43

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    • strategic not too little! not too muchN shaping student development!

    stepbystep over time. -tudents can be challenged without being

    overwhelmed.

    • an opportunity to point beyond particular assessment tasks to assist

    performance of later tasks.

    Tt)ia8 Tas9

    1. 7btain a sample of a pupil2s written work and study it. &iscuss ways to

    provide feedback and 3ustify the feedback given.

    R+++!+s

    44

    %ritten feedback is an essential aspect of any 4nglish language

    writing course. This is especially true now with the predominance of

    the process approach to writing that requires some kind of second

    party feedback! usually the instructor! on student drafts. -o

    dependant is current writing instruction on instructor feedback that

    Kroll (BCC1) describes it as one of the two components most central

    to any writing course with the other being the assignments the

    students are given. The goal of feedback is to teach skills that help

    students improve their writing proficiency to the point where they

    are cogni*ant of what is e'pected of them as writers and are able to

    produce it with minimal errors and ma'imum clarity.

    0ead more $roviding =eedback on 4- -tudents2 %ritten

     5ssignments http"//itesl3.org/Techniques/%illiams=eedback.html

    http://iteslj.org/Techniques/Williams-Feedback.htmlhttp://iteslj.org/Techniques/Williams-Feedback.html

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    @hitravelu! #.et.at (BCCD). 4T ,ethodolology" $rinciples and $ractice. -elangor" =a3ar

    akti

    =ink (BCC9). 5 -elf&irected 8uide to &esigning @ourses for -ignificant earning

    0etrieved from

    http"//trc.virginia.edu/%orkshops/BCC/=ink;&esigning;@ourses;BCC.pdf 

    0aimes! 5. Te$hni3%es in Tea$hing Writing .(1FJ9). @ambridge niversity $ress (p19F)

    4.0 SYNOPSIS

    Topic : 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.

    4.1 LEARNING OUTCOMES

    y the end of Topic :! you will be able to"

    • plan lessons to develop writing skills

    • design appropriate writing activities to suit different levels of learners.

     

    4.2 FRAMEWORK

    45

    TOPIC 4

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    4.3 I!t+/+ti!" th+ Witi!" S9i88s i! th+ S'88a6s D KBSR E!"8ish S'88a6s

    The focus is on developing learners2 writing ability beginning at the word and

    phrase levels and progressing to the sentence and paragraph levels. =or

    learners who are able and capable! they must be encouraged to write simple

    compositions comprising several paragraphs.

     5ttention is also paid to penmanship so that even from a young age! learners are

    taught to write clearly and legibly both in print and cursive writing.

     In writing simple compositions! learners are taught the various steps involved in

    writing such as planning! drafting! revising! and editing. In the process! they are

    also taught to use appropriate vocabulary and correct grammar to get their

    meaning across clearly.

     5lthough much of the writing at the primary level is guided! the amount of control

    is rela'ed for learners who are able and proficient in the language. 5ll learnersare encouraged to write for different purposes and for different audiences.

    -pelling and dictation are also given emphasis.

    y the end of their primary schooling! learners should be able to write lists!

    messages! letters! instructions! directions! simple poems and stories!

    descriptions! simple recounts and simple reports for various purposes.

    4.& I!t+/+ti!" th+ Witi!" S9i88s i! th+ S'88a6s D KSSR E!"8ish S'88a6s

    The approach adopted in the -tandardbased curriculum is underpinned by the

    following principles"

    • ack to basics It is essential for teachers to begin with basic literacy

    46

    8rading and

    sequencing the writing

    lessons according to

    level of difficulty

    -electing and

    preparing activities for

    teaching different

    levels of writing skills

    Interpreting the

    writing skills in the

    syllabus

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    skills in order to build a strong foundation of language skills. The strategy

    of phonics is introduced in order to help learners begin to read and a good

    foundation in penmanship will help pupils acquire good handwriting.

    • earning is fun! meaningful and purposeful. essons! which emphasise

    meaningful conte'ts and the integration of language skills! allow learners

    to learn by doing funfilled activities. @onte'tualised as well as purposeful

    activities will promote the fun element in language learning.

    4., S+8+ti!" a!( P+/ai!" Ati-iti+s ) T+ahi!" %i++!t L+-+8s ) Witi!"

    S9i88s

     5ctivities in a lesson plan should show connectedness and progress from easy to

    difficult from modelled writing to independent writing. This is reflected in the

    way the curriculum specification is organised. =or e'ample with reference to?uraian -ukatan $ela3aran Mear K-0 (page 9C) "

      .9 ,atch words to linear and nonlinear representations

    • evel 1 O .9.1 ,atch phrases to pictures

    • evel B O .9.B ,atch words to signs

    • evel 9 O .9.9 ,atch words to other words

    %hen planning for writing lesson! the flow of the lesson plan should begin with

    evel 1 before progressing into evel B and 9 for this particular matching

    e'ercise. This is to ensure learners are able to grasp proper understanding of the

    lesson and to successfully achieve intended ob3ectives.

    4.4 Ga(i!" a!( s+5+!i!" th+ *iti!" 8+ss)!s a)(i!" t) 8+-+8 ) (ii8t'.

    Teachers need to sequence their writing lessons in some logical order.

    asically! at the earliest levels! a lesson may involve providing multiple and

    varied conte't for practising handwriting and/or spelling! teaching and creatingoccasions for meaningful practice in punctuation! as well as providing occasions

    for using what language they have for real communication.

     5t later phases the writing lessons could focus on the process involved in

    producing a written document such as a letter or a story.

    47

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    4.7 SYNOPSIS

    Topic : introduces you to lesson planning. It also provides you with information on the

    pedagogical principles for a writing lesson using the $roduct 5pproach! as well as the

    stages of a writing lesson using the $rocess 5pproach.

    4.> LEARNING OUTCOMES

    y the end of Topic :! you will be able to"

    • state the pedagogical principles for a writing lesson using the productapproach

    • describe the stages of a writing lesson using the process apporach

    4.? FRAMEWORK

    49

    TOPIC 4

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    4.10 P+(a")"ia8 Pi!i/a8s ) a Witi!" L+ss)! Usi!" th+ P)(t A//)ah$

    C)!t)88+( Witi!"

    4.10.1 C)!t)88+( Witi!"$

    • are tasks that provide practice in writing error free sentences or

    paragraphs on a given topic

    • is the first step towards writing composition

    •  is useful for learners with relatively little knowledge of 4nglish! to

    gain mastery of sentence patterns

    •  is characterised by ma'imal teacher input and minimal learner input

    (learners neither contribute ideas nor organise the writing)

     

    4.10.2 T+h!i5+s ) )!t)88+( *iti!" th)"h$

    4.10.2.1 S6stitti)! ta68+s

    This is a completely controlled activity which enables learners

    to construct structurally and grammatically correct sentences.

    4.10.2.2 Paa88+8 *iti!" 

     5t the simplest level! learners need only replace selected words

    (e.g. nouns and ad3ectives)N at a more advanced level!learners

    study a model! then write on a similar theme using the sentence

    structures of the model te't as a guide.

    4.10.2.3 @+sti)! a!( a!s*+ t+h!i5+

    earners are given notes or a te't to read in order to answer aseries of questions.

    50

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    4'ample 1"

    %hat do you do first> (=irst! I )

    %hat do you do ne't> (#e't! I .) etc.

    In this e'ample! learners learn to write a paragraph using

    sequence connectors.

    4'ample B"

    ast =riday! my friends and I went to Kellie2s @astle. I brought

    a bottle of water and a camera with me. I carried a haversack as

    well.

    1. %here did you go last =riday>  B. %hat did you bring with you>

    9. %hat did you carry>

    In this e'ample the cue questions will enable learners to be

    aware of the chronological organisation and narrative writing

    style.

    4.10.2.& Fi88i!" i! 68a!9s

    The teacher predetermines the writing skill (eg" selectingappropriate details) or language feature (eg" noun! verb! adverbetc.). earners complete the writing task by filling in the blanks.

    4.10.2., %itati)!

    This activity provides learners with models of sentence

    structures and models of te't organisation commonly used inwriting. It also allows learners to practise spelling and

    punctuation

    Teacher needs to provide immediate feedback by displaying the

    original te't! whereby learners correct their own work or do peer 

    correction

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    4.11 P+(a")"ia8 Pi!i/a8s ) a Witi!" L+ss)! Usi!" th+ P)(t A//)ah$

    Gi(+( Witi!"

    4.11.1 Gi(+( Witi!"$

    • It acts as a bridge between controlled and free writing

    •  there2s more learner input in guided writing than in controlled writing

    •  the conte't and form of the sentences is not imposed upon by the

    teacher! but can be generated by the class together as a prewriting

    activity (i.e. short notes! list of questions! arguments for/against an

    issue on the board)

    4.11.2 Gi(+( Witi!" Ati-iti+s

    4.11.2.1 Witi!" ) 8ass "+!+at+( "i(+8i!+s

     O from a discussion! a class may come up with notes andquestions which provide a guideline for the organisation of ideas

    on a 1CCword composition entitled L,y est =riend2.

    4.11.2.2 Pit+ )/)siti)! *ith s9+8+t)! )t8i!+

    based on a picture series! the teacher asks learners tocreate a story based on the pictures

    the teacher writes key words on the board based on learners2responses

    learners use the words/phrases they have contributed inorder to complete the picture composition

    4.11.2.3 Witi!" ) sh)t !)t+s

    based on given short notes! learners write a composition.

    52

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      4'ample"

     7ne hot day O walking home sports practice O strange bo'

    ground O took opened O found O police O owner O grateful

    4.11.2.& %it))/

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    • =eedback is where pupils receive most guidance on how to improve

    their writing skills! through questions posed by teachers and peers

    -  %hat is the essay about>- %hy are you writing about it>- %ho is your audience>- %hat is your favourite part>

    =eedback also includes comments raised by teachers or peers! in

    which the learners discover! clarify and refine what they have written.

    • earners rewrite/revise their compositions incorporating insights from

    the feedback session. This rewriting allows the pupils to "

     make their meaning clearer through more precise words and apt relationship of ideas!

    substitute a poor e'ample for a better e'ample resulting in a more interesting piece of

    writing

    add ideas!facts! details or e'planations and remove anything unrelated or irrelevant

     improve their introduction and conclusion where necessary

    reorder the sequence of ideas or the sentences/words in a paragraph

    • The teacher ideally gives individual oral feedback to learners in order

    for them to edit their revised compositions.

    earners proof read the revised version of their writing. The teacher

    collects the work and edits them! focussing on their content!

    organisation! grammar and sentence structure.

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    4.12.3 Sta"+ 3$ P68iati)!

    • $ublishing involves sharing learners2 writing with an audience. It is

    pertinent for learners to proofread their final piece of writing to

    ensure they are errorfree

    •  earners final writing products are best displayed on the bulletin

    board! or published in the class newsletter.

    4.13 What is "+!+#

    •  5nything from a menu to a wedding invitation! from a newspaper

    article to an estate agentPs description of a house

    •  $ieces of writing of the same genre share some features! in

    terms of layout! level of formality! and language

    • These features are more fi'ed in formal genre! for e'ample

    letters of complaint and essays! than in more LPcreativeP writing!

    such as poems or descriptions

    • The more formal genre often feature in e'aminations! and may

    also be relevant to learnersP present or future PrealworldP needs!

    such as university study or business.

    4.1& Sta"+s ) a Witi!" L+ss)! Usi!" th+ P)+ss A//)ah$ Bas+( )! "+!+

    • 8enerating ideas

    • =ocusing ideas

    • =ocus on a model te't

    • 7rganising ideas

    %riting• $eer evaluation

    • 0eviewing

    4.1&.1 G+!+ati!" i(+as

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    • 7ften the first stage of a process approach to writing

    • 4ven when producing a piece of writing of a highly conventional

    genre! such as a letter of complaint! using learnersP own ideas can

    make the writing more memorable and meaningful

    •  efore writing a letter of complaint! learners think about a situation

    when they have complained about faulty goods or bad service (or

    have felt like complaining). They tell a partner about it.

    4.1&.2 F)ssi!" i(+as

     

    •  5nother stage taken from a process approach

    •  Involves thinking about which of the many ideas generated are the

    most important or relevant! and perhaps taking a particular point of

    view

    •  5s part of the essaywriting process! learners! in groups ! put the

    ideas generated in the previous stage onto a Pmind mapP

    • The teacher then draws a mindmap on the board! using ideas from

    the different groups. 5t 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

    e'press their own ideas

    • -ample of a generatingideas activity"

    Teacher gives a theme or situation. Teacher tells learners to

    individually write their ideas for about 1C minutes! without stopping

    and without worrying about grammar or punctuation.

    If they do not know a particular word in 4nglish! they can write it intheir 1. earners then compare what they have written. They are

    encouraged to use a dictionary to locate the 4nglish words /

    phrases which they have written in their 1.

    4.1&.3 F)s )! a )(+8 t+t

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    • The use of model te'ts is often prominent in product or genre

    approaches to writing. ,odel te'ts will help raise learnersP

    awareness of the conventions of typical te'ts of different genres in

    4nglish.

    -ample activity

    The teacher gives each group several pieces of writing comprising

    of a similar genre. 4ach group is given a genre analysis form in

    which pupils identify the features and language those writing have

    in common. This raises their awareness of the features of the

    genre and gives them some language PchunksP they can use in

    their own writing later on.

    4'ample

    earners identify the function of different paragraphs in a piece of

    writing. =or e'ample! in a 3ob application letter! the functions of the

    paragraphs might be something like

    i) reason for writing

    ii) how I found out about the 3ob

    iii) relevant e'perience! skills and abilities

    iv) closing paragraph requesting for an interview

    4.1&.& O"a!isi!" i(+as

    A sing model te'ts as earlier e'amples! learners can then progress

    to organising their own ideas in a similar way

    A ased on a given topic / situation! learners come up with a draft

    framework of their writing. The framework comprises of main points

    and paragraphing. These framework! done either individually or ingroups! can then be pinned up around the room for comments and

    comparison.

    A %hen preparing to write an essay! learners could combine some of

    the ideas from their peers2 framework into main and supporting

    statements.

    57

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     4.1&., Witi!"

    • In a pure process approach! the writer goes through several drafts

    before producing a final version. In practical terms! this is not

    always possible as the teacher is faced with time constraint and

    large classes.#evertheless! a teacher can work out a drafting session based on

    a rotation basis among groups of learners.

    • The writing itself can be done alone! at home or in class! or

    collaboratively in pairs or groups. Those with access to a word

    processor can then use it to facilitate the redrafting process.

    4.1&.4 P++ +-a8ati)!

    • $eer evaluation of writing helps learners to become aware of an

    audience other than the teacher. If learners are to write a second

    draft! the teacher will ask other learners to comment on what they

    liked or did not like about the earlier piece of work! or what they

    found unclear. Their comments can then be incorporated into the

    second draft.

    • The teacher can also respond by commenting on the content and

    the organisation of ideas. 5t this stage! there is no final grade

    evaluation yet nor correcting of details such as grammar or

    spelling.

    4.1&.7 R+-i+*i!"

    • %hen writing a final draft! learners should be encouraged to check

    the details of grammar and spelling! which may have taken a back

    seat to ideas and organisation in the earlier stages.

    • Instead of correcting learners2 writing! the teacher uses codes to

    help learners correct their own writing and learn from their

    mistakes.

    58

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    ?ere is an e'ample of a writing correction code

    @ode se 4'ample

    %% %rong word 5s our plane flew )! the mountains! we

    saw snow.%T %rong time 5s our plane flew over the mountain! we

    s++ snow.

    %= %rong form 5s our plane flew over the mountains!

    we were s++i!" snow.%7 %rong order 5s our plane )-+ th+ )!tai!s 8+*!

    we saw snow.

    -$ -pelling 5s our plane 8+ over the moutains! we

    saw snow.

    $ $unctuation 5s our plane flew over the )!tai!s 

    we saw snow.

    U 4'tra word 5s our plane flew over t) the mountainswe saw snow.

    , ,issing word 5s our plane flew over the mountains!

      saw snow.

    0% 0ewrite $lane flew mountains! snow saw.

    -ource " http"//www.teachingenglish.org.uk/sites/teacheng/files/code.pdf 

    59

    %riting correction code

    This is a common tool to optimise learning opportunites from

    mistakes leaners make in written homework and to encourage

    the editing stages of process writing. Mou show the learners

    where the mistakes are and then they try to correct them as a

    second stage to the initial writing task.

    $rocedure

    1. -et your writing task. 5sk learners to doublespace or leave a

    clear margin.

    B. @ollect the work and correct it using the correction code.

    nderline the mistakes you want learners to notice and add

    the

    codes! either underneath or in the margin.

    0ead more " %riting correction code

    http"//www.teachingenglish.org.uk/activities/writingcorrectioncode

    http://www.teachingenglish.org.uk/activities/writing-correction-codehttp://www.teachingenglish.org.uk/activities/writing-correction-codehttp://www.teachingenglish.org.uk/activities/writing-correction-codehttp://www.teachingenglish.org.uk/activities/writing-correction-code

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    7.0 SYNOPSIS

    Topic G deals with designing remedial and enrichment activities for developing writing

    skills.

    7.1 LEARNING OUTCOMES

    y the end of Topic G! you will be able to"

    • design remedial activities for developing writing skills.

    • design enrichment activities for developing writing skills.

    7.2 FRAMEWORK

    7.3 R++(ia8 Ati-iti+s

    0emedial 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

     5ctivities for &eveloping %riting -kills

    4nrichment 5ctivities0emedial 5ctivities

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    4nrichment activities (or e'tension activities) are meant to inspire the advanced

    level learners to further develop their creative inspiration.

    ?ere2s a sample of an enrichment activity

    Tt)ia8 Tas9

    1. Identify a common writing problem among our ,alayisan lower primary 4-  learners. &esign a remedial activity for these learners.

    63

    Th+ Sha/+( B))9

    This interdisciplinary activity will allow students to write a book and

    relate its shape to almost any theme or sub3ect being studied.

    The Teacher $age gives preparation instructions and illustrations! as

    well as adaptations that can be made for younger students.

    The -tudent $age has a detailed list of materials and procedures.

    • ,ake copies of the -tudent $age .

    • &istribute them to all students.

    • 8o over the directions with the students.

    0ead more at " http"//www.teachervision.fen.com/childrensartactivities/bookarts/D:BB.htmlVi'**B=KKf3r4

    =or procedures on how to carry out this activity! go to "

    http"//www.teachervision.fen.com/tv/printables/CJG:BJD:U;1:.pdf 

    http://www.teachervision.fen.com/childrens-art-activities/printable/5621.htmlhttp://www.teachervision.fen.com/childrens-art-activities/printable/5621.htmlhttp://www.teachervision.fen.com/childrens-art-activities/printable/5621.htmlhttp://www.teachervision.fen.com/childrens-art-activities/printable/5620.htmlhttp://www.teachervision.fen.com/childrens-art-activities/printable/5620.htmlhttp://www.teachervision.fen.com/childrens-art-activities/book-arts/5622.html#ixzz2FKKfjrE4http://www.teachervision.fen.com/childrens-art-activities/book-arts/5622.html#ixzz2FKKfjrE4http://www.teachervision.fen.com/tv/printables/087628456X_164.pdfhttp://www.teachervision.fen.com/childrens-art-activities/printable/5621.htmlhttp://www.teachervision.fen.com/childrens-art-activities/printable/5620.htmlhttp://www.teachervision.fen.com/childrens-art-activities/book-arts/5622.html#ixzz2FKKfjrE4http://www.teachervision.fen.com/childrens-art-activities/book-arts/5622.html#ixzz2FKKfjrE4http://www.teachervision.fen.com/tv/printables/087628456X_164.pdf

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    B. &esign an enrichment activity for a Mear : class.

    R+++!+s

    @hitravelu! #.et.at (BCCD). 4T ,ethodolology" $rinciples and $ractice. -elangor" =a3ar

    akti

    artram! , E %alton! 0. (1FF1). 4orre$tion" ista&e anagement, A #ositive Approa$h!

      anguage Teaching $ublications.(pF).T- 91CG

    Teaching %riting -kills In The $rimary 4- @lassroom

    This module was prepared by the following lecturers at

    Institut $endidikan 8uru Kampus -ultan 5bdul ?alim!

    -ungai $etani! Kedah. ,alaysia

    • -hirley 8oh -eok 5i• @orinne