TEACHING WRITING www.geoffbarton.co.uk ACTIVELY TEACHING WRITING
Jan 15, 2016
TEACHING WRITING
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ACTIVELY TEACHING WRITING
TEACHING WRITING
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Welcome to the Literacy Club
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DOGS MUST BE CARRIED
ON THE ESCALATOR
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Please don't smoke and live a more healthy life
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Sign at Suffolk hospital:
Thieves operate in this area
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ICI FIBRES
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Churchdown parish magazine:
‘would the congregation please note that the
bowl at the back of the church labelled ‘for the sick” is for monetary
donations only’
TEACHING WRITING
To be truth-full I am for the argument about wasting time and money trying to get around the world in a hot air balloon, when this time and money could be spent on working with medical difficulty or people who are homeless.
I feel it is very important to face challenges, as without challenges, the world would be a very dull place. I feel that the earlier challenges appear in a person’s life, the better, as there will undoubtedly be challenges in the workplace or in home life, and so I feel that the people who have faced challenges earlier in life get a head start over people who have not.
Level 4 Level 7
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How we’ve often (not) taught writing in the
past …
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Read this opening from the novel “Bleak House” …
Now write your own opening of a novel.
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Grammar’s not the main aim
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Year 9Text LevelWriting - plan, write and present
3. produce formal essays in standard Englishwithin a specified time, writing fluently andlegibly and maintaining technical accuracywhen writing at speed;
So what would you do …?
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Year 9Sentence levelParagraphing and cohesion
6. compare and use different ways of opening,developing, linking and completingparagraphs;
So what would you do …?
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Year 9WritingImagine, explore, entertain
5. explore different ways of opening, structuringand ending narratives and experiment withnarrative perspective, e. g. multiple narration
So what would you do …?
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You don’t teach writing merely through:
•Reading aloud
•Showing models
•Highlighting genre features
•Correcting first drafts
•Lots of bullet-points after the task
Model it
Demonstrate it
Practise it
Critique it
Scaffold it
DEPENDENCEDEPENDENCE
INDEPENDENCEINDEPENDENCE
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Model it
Demonstrate it
Practise it
Critique it
Scaffold it
Including ‘bad’ models
Show students the process of writing
Correct/change/improve
Make it collaborative
Move from small to larger sections
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The Set-Up
BUILDING SUSPENSE
Write the opening of a mystery story. Set it at a funeral in a wintery churchyard.
√ √ √
TEACHING WRITING Using models
Before ….
It was a bitterly cold day. Everyone was in black. The cars were black too. There were people standing around in a group waiting for the coffin. Crows were flying in the sky. It was really eerie.
bad
TEACHING WRITING Using models
After ….
The undertaker's men were like crows, stiff and black, and the cars were black, lined up beside the path that led to the church; and we, we too were black, as we stood in our pathetic, awkward group waiting for them to lift out the coffin and shoulder it, and for the clergyman to arrange himself; and he was another black crow in his long cloak.
And then the real crows rose suddenly from the trees and from the fields, whirled up like scraps of blackened paper from a bonfire, and circled, caw-caw-ing above our heads. Susan Hill
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•See things as a writer, not just a reader
•Explore texts actively - meddling, rewriting, editing
•Demonstrate the writing process yourself
•Relate everything to effect
•Talk about grammar where it helps, not as an end in itself
•Start with small units of writing … then build up
•Encourage experimentation, risk-taking, creativity
•Enjoy!
GB’s Final Thoughts
TEACHING WRITING
Geoff BartonFriday, April 21, 2023
All resources available at www.geoffbarton.co.uk