The Practical Part by: Mr. Amr Samir The Points To Be Discussed 1- Difficulties and solutions in writing reports. 2- Why teach writing ? 3- What.

The Practical Part by: Mr.

Amr Samir

The Points To Be Discussed

1- Difficulties and solutions in writing reports.

2- Why teach writing ?

3- What are students needed to write?

4- How to teach the report writing in the class?

5- A diagram of the writing stages.

6- The fast writing instructions.

7- The practical steps for writing smoothly .

Writing reports

Difficulties in Writing reports

1- Brainstorming ideas for report writing.

2- Lack of ideas .

3- Lack of frequent writing practice .

4- Lack of vocabulary .

5- Lack of Grammar Knowledge.

Solutions for Difficulties in Writing

1- Practice writing frequently .

2- Learn about grammar.

3- Build up Vocabulary .

4- Read English materials .

5- Discuss with the classmates.

Why Teach Writing ?

• 1- Writing for learning :• Where writing is used as a practice tool to

work with language being studied .• E.g. Write 5 sentences using the past continuous.• 2- Writing for writing :• Where writing is directed at developing the

ss’ skills as writers.• E.g. Writing e-mails ,letters , reports and essays.

What do your students need to write? E.g. Your students need to know how to

write formal letters (e.g. application, complaint) informal letters and stories articles (e.g. newspaper and magazine) reports

Discuss

1. How do you teach report writing in class?

2. Do you use different approaches to writing?

3. What are the main differences between the product and process approaches? When do you use them?

A product approach is more traditional, focusing on form imitates a model text, through analysing,

copying and transforming models of particular text types

highlights features and includes controlled practice of those features involves the student working individually allows for one draft only emphasises the end product

A Process approach

focuses on the writerviews writing as creative rather than formulaicsees ideas rather than models as the starting pointincludes planning, drafting, re-drafting and

evaluatingis NOT linear – the writer can re-visit stages to

change, amend, develop the textinvolves students working collaboratively

How to deliver a process report

writing activity?

Which model best summarises a process

approach? Why?

PROCESS WRITING STAGESIndividual

Becoming more collaborative

Practical Steps . . .

• Write down new words: – A good idea for building vocabulary is to immediately look up

every unknown word.– Either copy or summarize the dictionary definition onto a note

card or sticky note and hang it up in places where it will be seen during the day. ( Vocabulary Log )

• Study sentences: – Observe sentence structure when reading good books. – Also watch the way words are put together into various kinds of

sentences when reading good books.

• Observe writing styles: – When reading something of interest, either for pleasure or to later

write about, watch what is written to learn how others have written it.

– Become immersed in the writing styles particular to subjects of interest to learn how to write similarly.

• Annotating: – Annotation is “recording your reactions to, interpretations of,

and questions about a text as you read it.”2 – Strategies for annotating:

• Making marks “directly on the page.”3

• Underlining important points• Highlighting• Making notes in the margins

Outlining:Outlining is “listing the text’s main ideas to reveal how it is organized.”4

Outlining forces writers to search for the overall flow of a text.When using this in writing, it helps to clarify thoughts and to make the paper flow.

Paraphrasing: Paraphrasing is “restating something you have read using mostly your own words.”5

Being able to say something in different words shows that one truly understands it.

Summarizing:Summarizing is “a summary is a relatively brief restatement . . . of the reading’s main ideas.”6

Skills in summarizing will be especially useful in writing introductory and concluding paragraphs.