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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
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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.
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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"
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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
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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
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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'
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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
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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
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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
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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 $rocess 5pproach.
4.> LEARNING OUTCOMES
y the end of Topic :! you will be able to"
• state the pedagogical principles for a writing lesson using the productapproach
• describe the stages of a writing lesson using the process apporach
4.? FRAMEWORK
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TOPIC 4
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4.10 P+(a")"ia8 Pi!i/a8s ) a Witi!" L+ss)! Usi!" th+ P)(t A//)ah$
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.
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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.
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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
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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.
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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)!
• $eer evaluation of writing helps learners to become aware of an
audience other than the teacher. If learners are to write a second
draft! the teacher will ask other learners to comment on what they
liked or did not like about the earlier piece of work! or what they
found unclear. Their comments can then be incorporated into the
second draft.
• The teacher can also respond by commenting on the content and
the organisation of ideas. 5t this stage! there is no final grade
evaluation yet nor correcting of details such as grammar or
spelling.
4.1&.7 R+-i+*i!"
• %hen writing a final draft! learners should be encouraged to check
the details of grammar and spelling! which may have taken a back
seat to ideas and organisation in the earlier stages.
• Instead of correcting learners2 writing! the teacher uses codes to
help learners correct their own writing and learn from their
mistakes.
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?ere is an e'ample of a writing correction code
@ode se 4'ample
%% %rong word 5s our plane flew )! the mountains! we
saw snow.%T %rong time 5s our plane flew over the mountain! we
s++ snow.
%= %rong form 5s our plane flew over the mountains!
we were s++i!" snow.%7 %rong order 5s our plane )-+ th+ )!tai!s 8+*!
we saw snow.
-$ -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.
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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