TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL CLASSROOM 1 1.0 SYNOPSIS Topic 1 introduces you to the key concepts and issues related to the nature and purpose of writing. It also provides you with information on the different types of writing as well as the background knowledge (prerequisites) a writer needs to have before embarking on his/her own writing. 1.1 LEARNING OUTCOMES By the end of Topic 1, you will be able to: define the term writing describe the purpose of writing identify the five main types of writing genre list the prerequisites to writing 1.2 FRAMEWORK TOPIC 1 : NATURE AND PURPOSE OF WRITING Nature and Purpose of Writing Definition of writing Purposes of writing Types of writing Prerequisites to writing
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TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL CLASSROOM
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1.0 SYNOPSIS
Topic 1 introduces you to the key concepts and issues related to the nature and
purpose of writing. It also provides you with information on the different types of writing
as well as the background knowledge (prerequisites) a writer needs to have before
embarking on his/her own writing.
1.1 LEARNING OUTCOMES
By the end of Topic 1, you will be able to:
define the term writing
describe the purpose of writing
identify the five main types of writing genre
list the prerequisites to writing
1.2 FRAMEWORK
TOPIC 1 : NATURE AND PURPOSE OF WRITING
Nature and Purpose of Writing
Definition of
writing
Purposes of
writing
Types of
writing
Prerequisites
to writing
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1.3 What is Writing?
Writing is a system of letters (for example “a, b, c, ….z”) used in interpersonal
communication. Most times, writing is done on flat surfaces such as paper, cloth
or stone slabs.
Writings communicate to us news and information which are vital at all levels of
lives. Such communication comes in various forms such as newspapers,
advertisements, bills, notices or letters.
Writing is usually learned through systematic instruction, example in schools or a
child is taught to write by his/her parent.
1.4 Why do we write?
1.4.1 We write for a variety of reasons, among which are the following:
to get things done
to inform
to persuade
to maintain relationships
to document occurrences, events, etc.
to record feelings, experiences, observations, etc.
1.4.2 Britton, a University of London researcher, with Burgess, Martin, McLeod,
and Rosen, in their book The Development of Writing Abilities (11-18)
have listed down the following purposes in relation to writing:
as a form of self-expression in which the writer expresses his/her
opinion, views or personal thoughts (examples: reader’s opinion
column in the newspaper, messages or personal blogs in the
internet). The style is usually informal and less structured.
as a transaction in which the writer wishes to disseminate information
which will bring about certain behaviour changes or understanding
among the readers (examples: health-related brochures, tourist guide
book, reports, business letters). The style is formal, structured and
bound by writing conventions/formats.
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to enhance one’s creative and aesthetic appreciation of writing in
order to derive and give pleasure and enjoyment (examples: writing
poems, short stories, novels, jokes, riddles). The style is less formal
and less structured.
1.5 Five main types of writing
There are five main types of writing.
1.5.1 Narrative Writing
This type of writing comprises of a sequence of events together with characters
and setting (examples: a story, autobiography)
Example :. As I was observing myself in the mirror, I suddenly noticed in the
reflection the door knob of my room door turning slowly.
1.5.2 Descriptive Writing
This type of writing comprises of detailed accounts of physical attributes or
qualities of a person, an object or a place. These descriptions evoke the reader’s
sense of sight, hearing, smell, touch and taste which enable the reader to form a
vivid picture of what’s being described.
Example : My late grandfather, a tall, handsome Malay gentleman, was a
most dedicated clerk who worked in the British education office in
Malaya before the Japanese Occupation ...
1.5.3 Expository Writing
This type of writing comprises of facts, information and explanation of concepts,
issues or topics related to scientific or general knowledge. Expository pieces of
writing are impartial, which means the writer does not include his/her
interpretations or opinions (examples: the solar system, cooperative learning)
Example : Gua Tempurung is a cave in Gopeng, Perak, Malaysia. It is popular among spelunkers, or caving enthusiasts. More than 3 km long, it is one of the longest caves in Peninsula Malaysia. Part 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. A fine river cave, the river passage runs about 1.6 km through the hill.
Many preschool activities that just seem like fun are actually building fine motor skills and eye/hand coordination. Here are 10 examples of activities:
* Working with Puzzles
* Building with blocks * Pouring water into cups
*Stringing beads * Finger painting * Bouncing and catching balls
* Cutting with scissors
* Drawing * Matching shapes
*Threading “sewing “ cards
New technology has definitely replaced the need for as much
handwritten work, so handwriting has suffered. However, there
will always be a need for a certain amount of handwritten work,
such as writing essays during examinations , filling in forms or
taking notes. Hence, it’s critical to develop good penmanship.
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2.5 Developmental Writing
During this stage of writing, a child progresses into a deeper understanding of the
mechanics of writing which includes the following:
spelling
grammar
text organization and cohesion
2.5.1 Spelling
When teaching spelling, the teacher should focus on :
teaching the relationship between the most common phonemes
(sounds) of English & 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.
When it comes to teaching children to spell, there is no magical method but a
practical approach is to integrate spelling in listening, speaking, reading & writing.
The Do's and Don'ts of Spelling
First of all, please note that very little research is available regarding the teaching and acquisition of spelling skills. However, evidence of good practice is. Many teachers have developed the tried and true strategies to help their students become better spellers. Here is what they say and do: …….
Read more http://specialed.about.com/od/literacy/a/spell.htm
Stage 1 Model texts are read, and then features of the genre are highlighted. For example, if studying a formal letter, students' attention may be drawn to the importance of paragraphing and the language used to make formal requests. If studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques.
Stage 2
This consists of controlled practice of the highlighted features, usually in isolation. So if students are studying a formal letter, they may be asked to practise the language used to make formal requests, practising the 'I would be grateful if you would…' structure.
Stage 3
Organization of ideas. This stage is very important. Those who favour this approach believe that the organization of ideas is more important than the ideas themselves and as important as the control of language. Stage 4 The end result of the learning process. Students choose from a choice of comparable writing tasks. Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent and competent users of the language.
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3.4 Process Approach to Teaching Writing
This approach looks at writing as a process “in which students are given time to
think about and discuss their ideas on a specific topic, write a draft or framework
of what they want to say, discuss this again and then to write a detailed account.”
(Kilfoil and der Walt, 1997:252)
The four common stages to this approach are:
Prewriting: selecting a topic and planning what to say
Writing: putting a draft version on paper
Revising: making changes to improve the writing
Evaluation: assessing the written work
Stage 1 (Pre writing)
Generating ideas by brainstorming and discussion. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble.
The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas. Students organize ideas into a mind map, spidergram, or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts.
Stage 2 (Writing) Students write the first draft. This is done in class in pairs (buddy support approach) or in groups
Drafts are exchanged, so that students become the readers of each other's work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.
Stage 3 (Revising) Drafts are returned and improvements are made based upon peer feedback
Stage 4 (Evaluation)
Final version of the work is ready. Students once again exchange and read each other's work and perhaps even write a response or reply. Teacher evaluates students’ work.
Like product approaches, genre approaches regard writing as predominantly linguistic but, unlike product approaches, they emphasize that writing varies with the social context in which it is produced. So, we have a range of kinds of writing—such as sales letters, research articles, letters of apology, recipes, and reports—linked with different situations.
Read more: A process genre approach to teaching writing http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
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3.7.2 Weaknesses
Product Approach Process Approach Genre Approach
process skills of writing, such as planning a text are less emphasized
does not provide learners with adequate linguistic knowledge to write successfully
does not provide learners with adequate linguistic knowledge to write successfully
learners’ knowledge and experiences are undervalued; passive learners
focus on writing as mere process with the same set of steps to follow through, insufficient importance to the kind of texts writer’s produce and why such texts are produced.
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According to Badger and White (2000), adapting the three approaches will give
the teacher an eclectic approach to teaching writing.
3.9 Other considerations
Apart from selecting or adapting from the three approaches, there are other
issues to consider.
3.9.1 The importance of feedback
Teachers should provide quick respond to learners’ writings as such
feedback will sustain the learners’ motivation and interest to continue to
write.
Writing is a complex process and learners could become easily frustrated
if feedback is delayed or not provided. Furthermore, if learners are
required to rework on their drafts without adequate feedback, they could
react negatively to such endeavours.
An effective methodology for writing needs to incorporate the insights of product, process, and genre approaches. One way of doing this is to start with one approach and adapt it. For example, one problem in the process approach is the lack of input. White and Arndt (1991) suggest techniques such as group work, where input is provided by other learners, and conferencing, where input is provided on a one-to-one basis by the teacher. Also, some process writing material makes use of sample texts, usually after the learners have produced a first draft (see for example White 1987). Adapting an approach has led to important developments in the writing classroom.
Read more: A process genre approach to teaching writing http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL CLASSROOM
audio/video recordings – eg. audio books, poetry/songs, movies
video clips – eg. the art of origami downloaded from YouTube
computer software – eg. SpellBuzz, Word Treasure Chest
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 help learners 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.
Read more : Selecting & Developing Teaching-Learning
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Adapting materials to suit our pupils’ learning styles is one way of ensuring
learner’s success in the ESL classrooms. Below are a few ideas:
pictures or illustrations are added to a reading text
pupils perform a series of actions as instructed in an audio recording
reading texts are adapted to appear as cause and effect charts.
4.5.3 Proficiency Levels
Proficiency levels among ESL learners vary from high to less proficient or
from Level 1 – 5. Here’s an example:
English Language Proficiency Levels
Level 1 Preproduction The learner does not understand or speak English with the exception of a few isolated words or expressions.
Level 2 Beginning/Production The learner speaks and understands conversational English with hesitancy and difficulty. The learner is at the pre-emergent or emergent level of reading and writing skills.
Level 3 Intermediate The learner speaks and understands conversational and academic English with some amount of effort. The learner is post-emergent, developing both reading and writing skills.
Level 4 Advanced intermediate The learner speaks and understands conversational English without difficulty but displays some hesitancy in academic English. The leaner is able to read fluently and comprehend texts; needs assistance in writing tasks.
Level 5 Advanced The learner speaks and understands conversational and academic English well. The learner is proficient in reading and writing skills, requiring only occasional support.
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Materials have to be adapted to suit these range of learners. For example, the
teacher simplifies the vocabulary of a reading passage to make it more
comprehensible to her less proficient pupils.
Writing tasks are also designed to suit the pupils’ proficiency levels. Below is an
example of a task designed for pupils of different proficiency levels.
Level 2
Pupils are a given picture series of a road accident. Teacher provides
sentence strips and pupils match the strips to the correct pictures.
Pupils copy the sentences in their worksheet.
Level 3
Pupils are given a picture series of a road accident. Word cues are
provided. Pupils select appropriate words for each picture. Using the
selected words, pupils construct sentences describing each picture.
Level 4
Pupils are given a picture series of a road accident. In groups, pupils
brainstorm for appropriate words or phrases to describe each picture.
Pupils write about the accident in the form of a narrative essay
Level 5
Pupils are given a composite picture of a road accident. Pupils take
on various roles as depicted in the picture and write an eyewitness
account of the accident.
4.5.4 Exploitability
Exploitability refers to how a selected material can be used to develop the
learners’ language skills. When an ESL teacher selects a material, there
are various ways to adapt the material to teach different skills – in other
words, the original material is exploited in many ways. Below is an
example:
The teacher selects the story “The Ant and The Dove”
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Source : http://www.aesopfables.com
The teacher begins by adapting the story to suit the proficiency
level of her pupils. Some parts in the story may have to be
simplified, for example:
“An Ant was thirsty.
It went to the river bank to drink some water”
The teacher then exploits the story in a number of ways. Here are
some suggestions:
(i) Listen and complete the story
(ii) Retell the story in your own words
(iii) Rewrite the story into a dialogue
(iv) Write a poem based on this story
Tutorial Task
1. Select a short story and adapt it for an average Year 4 class of
ESL learners. Suggest suitable writing activities based on the story
you have adapted.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
The Ant and the Dove An Ant went to the bank of a river to quench its thirst, and being carried away by the rush of the stream, was on the point of drowning. A Dove sitting on a tree overhanging the water plucked a leaf and let it fall into the stream close to her. The ant climbed onto it and floated in safety to the bank. Shortly afterwards a birdcatcher came and stood under the tree, and laid a trap for the Dove, which sat in the branches. The Ant, perceiving his design, stung him in the foot. In pain the birdcatcher threw down the trap and the noise made the Dove take wing.
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Tutorial Task
1. Refer to the KSSR English syllabus and compile a list of writing skills as
stated in the syllabus.
2. Collect a range of writing lesson plans from your colleagues. Identify the
level of these lessons based on the pupils’ proficiency levels.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Huraian Sukatan Pelajaran. Kementerian Pelajaran Malaysia.
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6.7 SYNOPSIS
Topic 6 introduces you to lesson planning. It also provides you with information on the
pedagogical principles for a writing lesson using the Product Approach, as well as the
stages of a writing lesson using the Process Approach.
6.8 LEARNING OUTCOMES
By the end of Topic 6, you will be able to:
state the pedagogical principles for a writing lesson using the product approach
describe the stages of a writing lesson using the process approach
6.9 FRAMEWORK
TOPIC 6 (Part II) : LESSON PLANNING
Lesson Planning
Pedagogical principles for a
writing lesson using
the Product Approach:
1. Controlled Writing
2. Guided Writing
Stages of a writing lesson
using the Process Approach:
1. Three broad stages
2. Based on genre
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6.10 Pedagogical Principals for a Writing Lesson Using the Product Approach:
Controlled Writing
6.10.1 Controlled Writing:
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 English, to
gain mastery of sentence patterns
is characterized by maximal teacher input and minimal learner input
(learners neither contribute ideas nor organize the writing)
6.10.2 Techniques for controlled writing through:
6.10.2.1 Substitution tables
This is a completely controlled activity which enables learners
to construct structurally and grammatically correct sentences.
6.10.2.2 Parallel writing
At the simplest level, learners need only replace selected words
(e.g. nouns and adjectives); at a more advanced level, learners
study a model, then write on a similar theme using the sentence
structures of the model text as a guide.
6.10.2.3 Question and answer technique
Learners are given notes or a text to read in order to answer a series of questions.
Example 1:
What do you do first? (First, I ……)
What do you do next? (Next, I ….) etc.
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In this example, learners learn to write a paragraph using
sequence connectors.
Example 2:
Last Friday, my friends and I went to Kellie’s Castle. I brought
a bottle of water and a camera with me. I carried a haversack as
well.
1. Where did you go last Friday?
2. What did you bring with you?
3. What did you carry?
In this example the cue questions will enable learners to be
aware of the chronological organization and narrative writing
style.
6.10.2.4 Filling in blanks
The teacher predetermines the writing skill (eg: selecting appropriate details) or language feature (eg: noun, verb, adverb etc.). Learners complete the writing task by filling in the blanks.
6.10.2.5 Dictation
This activity provides learners with models of sentence
structures and models of text organisation commonly used in
writing. It also allows learners to practise spelling and
punctuation
Teacher needs to provide immediate feedback by displaying the
original text, whereby learners correct their own work or do peer
correction
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6.11 Pedagogical Principals for a Writing Lesson Using the Product Approach:
Guided Writing
6.11.1 Guided Writing:
It acts as a bridge between controlled and free writing
there’s more learner input in guided writing than in controlled writing
the context and form of the sentences is not imposed upon by the
teacher, but can be generated by the class together as a pre-writing
activity (i.e. short notes, list of questions, arguments for/against an
issue on the board)
6.11.2 Guided Writing Activities
6.11.2.1 Writing from class generated guidelines
– from a discussion, a class may come up with notes and
questions which provide a guideline for the organization of ideas
on a 100-word composition entitled ‘My Best Friend’.
6.11.2.2 Picture composition with skeleton outline
- based on a picture series, the teacher asks learners to create a story based on the pictures
- the teacher writes key words on the board based on learners’ responses
- learners use the words/phrases they have contributed in
order to complete the picture composition
6.11.2.3 Writing from short notes
- based on given short notes, learners write a composition.
Example:
One hot day – walking home - sports practice – strange box
- ground – took - opened – found – police – owner – grateful
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6.11.2.4 Dicto-comp (combines dictation and composition)
- learners reconstruct a text dictated to them
- encourages learners to use specific sentence patterns and
produce specific types of writing – narrative, descriptive,
argumentative or expository
6.12 Stages of a Writing Lesson Using the Process Approach:
Three broad stages
6.12.1 Stage 1: Prewriting
The teacher/the class collectively selects a topic
Learners generate ideas through discussion (whole class initiated by
teacher/pair/small group), brainstorming, listing, quick writing and
mind- mapping
Learners organize ideas generated to be placed at the beginning,
the middle or the end of their writing.
6.12.2 Stage 2: Writing
Learners write the first draft, and make changes as they progress into
the writing stage
Learners need to be reminded of their writing purpose (e.g. to
persuade, to invite etc.) and the audience they are targeting (their
parents, their friends etc.) so that they can select the most suitable
words, style and sentence construction
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Feedback is where pupils receive most guidance on how to improve
their writing skills, through questions posed by teachers and peers
- What is the essay about?
- Why are you writing about it?
- Who is your audience?
- What is your favourite part?
Feedback also includes comments raised by teachers or peers, in
which the learners discover, clarify and refine what they have written.
Learners 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 example for a
better example resulting in a more interesting piece of writing
add ideas, facts, details or explanations 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.
Learners proof read the revised version of their writing. The teacher
collects the work and edits them, focusing on their content,
organization, grammar and sentence structure.
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6.12.3 Stage 3: Publication
Publishing involves sharing learners’ writing with an audience. It is
pertinent for learners to proof-read their final piece of writing to
ensure they are error-free
Learners final writing products are best displayed on the bulletin
board, or published in the class newsletter.
6.13 What is genre?
Anything from a menu to a wedding invitation, from a newspaper
article to an estate agent's description of a house
Pieces of writing of the same genre share some features, in
terms of layout, level of formality, and language
These features are more fixed in formal genre, for example
letters of complaint and essays, than in more ‘'creative' writing,
such as poems or descriptions
The more formal genre often feature in examinations, and may
also be relevant to learners' present or future 'real-world' needs,
such as university study or business.
6.14 Stages of a Writing Lesson Using the Process Approach: Based on genre
Generating ideas
Focusing ideas
Focus on a model text
Organising ideas
Writing
Peer evaluation
Reviewing
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6.14.1 Generating ideas
Often the first stage of a process approach to writing
Even when producing a piece of writing of a highly conventional
genre, such as a letter of complaint, using learners' own ideas can
make the writing more memorable and meaningful
Before 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.
6.14.2 Focussing ideas
Another 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
As part of the essay-writing process, learners, in groups , put the
ideas generated in the previous stage onto a 'mind map'
The teacher then draws a mind-map on the board, using ideas from
the different groups. At 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
express their own ideas
Sample of a generating-ideas activity:
Teacher gives a theme or situation. Teacher tells learners to
individually write their ideas for about 10 minutes, without stopping
and without worrying about grammar or punctuation.
If they do not know a particular word in English, they can write it in
their L1. Learners then compare what they have written. They are
encouraged to use a dictionary to locate the English words /
phrases which they have written in their L1.
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6.14.3 Focus on a model text
The use of model texts is often prominent in product or genre
approaches to writing. Model texts will help raise learners'
awareness of the conventions of typical texts of different genres in
English.
Sample activity
The teacher gives each group several pieces of writing comprising
of a similar genre. Each 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 'chunks' they can use in
their own writing later on.
Example
Learners identify the function of different paragraphs in a piece of
writing. For example, in a job application letter, the functions of the
paragraphs might be something like
i) reason for writing
ii) how I found out about the job
iii) relevant experience, skills and abilities
iv) closing paragraph requesting for an interview
6.14.4 Organizing ideas
• Using model texts as earlier examples, learners can then progress
to organising their own ideas in a similar way
• Based 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 in
groups, can then be pinned up around the room for comments and
comparison.
• When preparing to write an essay, learners could combine some of
the ideas from their peers’ framework into main and supporting
statements.
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6.14.5 Writing
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.
Nevertheless, 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.
6.14.6 Peer evaluation
Peer 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. At this stage, there is no final grade
evaluation yet nor correcting of details such as grammar or
spelling.
6.14.7 Reviewing
When 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 learners’ writing, the teacher uses codes to
help learners correct their own writing and learn from their
mistakes.
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Here is an example of a writing correction code
Code Use Example
WW Wrong word As our plane flew on the mountains, we saw snow.
WT Wrong time As our plane flew over the mountain, we see snow.
WF Wrong form As our plane flew over the mountains, we were seeing snow.
WO Wrong order As our plane over the mountains flew, we saw snow.
SP Spelling As our plane flue over the moutains, we saw snow.
P Punctuation As our plane flew over the mountains; we saw snow.
X Extra word As our plane flew over to the mountains we saw snow.
M Missing word As our plane flew over the mountains, __saw snow.