HBEL3103-WRITING AND TEACHING OF WRITING
1. Discuss TWO activities that you usually conduct to help your students generate ideas for their writing. Elaborate and
provide authentic examples taken from your student’s work.
(5 marks)
It is important for a teacher to have pre-writing activities in order to better prepare and help pupils towards their effective
writing activities. Hence, I’ve practiced few pre-writing activities to help my pupils to generate ideas vital for their writing tasks.
Below, I will delve into two commonly practiced pre-writing activities that I usually use and are effective in helping my pupils to
generate ideas for their writing – mind-mapping and questioning techniques.
Before a writing activity, I usually brainstorm the relevant vocabulary and ideas needed for the task through mind-mapping.
Since pupils usually have words stuck for writing certain topic, this technique helps a lot in not only providing a general idea about
the writing topic, but it gives pupils confidence in writing since it provides a rich bank of vocabulary needed for the writing, and
hence clear their mental block towards searching for suitable vocabulary. For instance, in order to write about self biography, I
usually write the word “I” in the middle of the whiteboard and circle it. Then, I’ll try to elicit responses from the class on words
and ideas related to the general subject “I” and jot them down. I will also further try to spawn pupils’ idea and link them together
using lines and circles to form a cluster of ideas and vocabulary. Through this, it helps to increase pupils’ confidence in writing
since they already have the general ideas and vocabulary needed for the task. It is now just the matter of the grammatical
knowledge that challenges the pupils. An example of a simple mind-mapping is provided as below.
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HBEL3103-WRITING AND TEACHING OF WRITING
The second pre-writing activity that I prefer is the questioning techniques. This is a versatile form of pre-writing activity. It
helps pupils to develop a general perspective on a subject and to focus their ideas towards the writing task. I usually employ the 6
magical Wh-questions to elicit pupils’ responses towards the writing topic – “Who”, “When”, “Where”, “Why”, “What” and
“How”. Through these questions, basically a sense of scope for the topic can be fully visualized since the questioning technique
helps pupils to attack the writing topic from different angles. At the same time, instead of writing down all the aspects regarding
the topic, the pupils are given a full view on which areas to be selected and focus more during their writing, providing a sense of
empowerment and freedom towards their choice in attacking the writing subject given. For instance, when writing about the topic
on vocation, a series of Wh-questions will be asked and the answers will be listed down. Pupils are then given the choice to choose
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I
thirteen
age
hobbies
ambitions
siblings
gender
name
male = boy
female = girl
2 brothers boy
1 sister
football
cooking
singing
collecting stamps
doctor scientist artist teacher lawyer
HBEL3103-WRITING AND TEACHING OF WRITING
which focus they want to write more about. For instance, it might be more on the description of the place, the scenery; or it could
be focused more on the description of the events that happened during the vocation. A sample of a simple question-answer list is
given as below. However, a teacher can tailor to the pupils’ proficiency level by providing more or less substantiated answers.
To encapsulate, mind-mapping and questioning techniques are among the most used pre-writing activities in my teaching of
writing. This is because they are simple to carry out and not time-consuming, yet I see the positive effects reflected in my pupils’
writing.
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A vocation1. When was it? – Last holiday. – A sunny day. – During my 13th birthday.2. Where was it? – In the country. – Overseas. – By the seaside. – Cave exploration.3. With who? – Family. – Friends. – Solo trip. – Backpacked. – School society.4. Why? – To relax. To celebrate. – To adventure. – To gain knowledge. – To have fun.5. What happened? – Breath taking view. – Unforgettable adventure. - Meeting new friends.6. How was it? – Stunned by the natural beauty, a new gain towards preserving and conserving the nature. – Realise that socialization enables us to make new friends. – Fun learning the cultures of others. - Better equipped with adventurous knowledge.
HBEL3103-WRITING AND TEACHING OF WRITING
2. Name TWO types of feedbacks which you found useful in your experiences in teaching writing. Substantiate your
answers with relevant literature review.
(5 marks)
Feedbacks are vital in teaching writing. This is because as according to Vengadasamy, R.,
“(feedbacks) offers the teacher the option of personalizing his/her
comments. Individual strengths and weaknesses can be
addressed and communicated directly to the student concerned”,
and hence acting as a strong mean to improve pupils’ writing.
During my years of teaching writing, there are numerous feedbacks given to the pupils. However out of all the feedbacks
given, I found that among the two most useful feedbacks are positive feedbacks and feedback regarding their content and
organization, with clear and suggestive responses provided.
I usually like to give positive comments to pupils’ good work, such as a simple “Good point” and “The main idea is well
supported here!” that manage to point out the strong parts of their writing. For me, I can see visible results from my pupils’ work
since they are motivated to use back the same strategies and writing techniques in their tasks. According to Vardi, I., (2009),
students prefer positive feedback as it boosts their self-esteem in writing; while Ferris (1995) in Vengadasamy, R.,
“students report that they feel discouraged when they don’t
receive positive comments.”
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HBEL3103-WRITING AND TEACHING OF WRITING
Hence, based on the supported claim as well as my experience; I strongly feel that positive feedback in writing is vital for pupils’
improvements.
The next feedback I like to use and find it useful is feedback that focuses on pupils’ content and organization with direct
instruction on how to improve rather than on their grammatical errors. This is because Kepner. (1991)., Semke. (1984). &
Sheppard. (1992). In Bitchener, J., Young, S., Cameron, D. (2005) claim that
“error correction does not have a significant effect on
improving L2 student writing”.
Hence, it is, as according to Dr. Iris Vardi (2003), teachers should not focus more on the surface feedbacks, which are grammatical
and syntactical based; but rather should place more emphasis on giving constructive and meaningful feedback on the pupils’
content and the overall organization. As a result, I usually provide detailed and informative comments on pupils’ content which
are placed in-between paragraphs to provide pupils with direct instructions on how to improve. For example, comments such as “I
feel it would be better if you can include some examples of the food mentioned” or “I feel it helps if you can further elaborate on
the events on what happen after…”. From my experience, these types of elaborated feedbacks which focus more on the pupils’
content and organization rather than their grammatical errors help the pupils to better understand how to improve their writing and
yield positive and effective improvements among my pupils.
To conclude, positive feedbacks and feedbacks that provide sound and clear instructions to improve pupils’ written content
are, based on various research as well as my personal experiences, provide effective and useful feedbacks in the teaching of
writing.
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HBEL3103-WRITING AND TEACHING OF WRITING
Year : Form 1
Time : 8.00 am – 9.00 am (60 minutes)
Proficiency level : Mixed ability
Numbers of pupils : 30
Theme : People
Main skill : Writing
Integrated skills : Listening, reading and speaking.
Curriculum Specifications : 1.1 (vi) Giving an account of experiences or preferences and describing feelings with the
correct intonation, word stress, and sentence rhythm (orally) in a face-to- face-situation and
writing simple
paragraphs.
Learning Outcomes : 1.0 Language for interpersonal use.
Language focus : Sentence structure:
o Simple sentences.
o Compound sentences.
o Complex sentences.
Behavioural Objectives : By the end of the lesson pupils should be able to:
o write at least 3 simple sentences and/or 3 compound sentences and/or 3 complex
sentences to form a paragraph.
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HBEL3103-WRITING AND TEACHING OF WRITING
Previous knowledge : Related adjectives, sentence constructions and paragraphing.
Teaching Aids : Amplifier and speaker, chocolates, towel, handouts for low, intermediate and high
proficiency students,
Exercise book, enlarged version of the sample answer, double-sided smiley puppet.
Education emphasis : Moral values - Co-operation, team spiritedness.
CCTS - Describing, imagining.
Stage / Time Content Teaching / Learning Activities Rationale Remarks
Set induction.
(+5 minutes)
Students’ favourite food.
Preparing students mentally and
physically for the lesson.
1) Teacher settles the class and
group the class into three main
groups where Group A consists
of low proficiency students,
Group B, intermediate and
Group C, high proficiency
students.
2) Teacher elicits responses from
pupils on their favourite food.
To enhance curiosity
in order to trigger
pupils’ interest in
learning the topic of
the day.
To get pupils into
the correct frame of
mind for the lesson
Grouping of
students.
Student-
centred
activity.
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HBEL3103-WRITING AND TEACHING OF WRITING
3) Pupils responded.
4) Teacher tells the class that
today they are going to taste
one type of food and write
about it in a paragraph of at
least 3 sentences.
Pre- writing
( +20 minutes)
Vocabulary related to
chocolate:
o Dark chocolate
o White chocolate
o Chocolate with
nuts
Adjectives:
Sensing and questioning.
1) Teacher asks the pupils to take
out the pre-prepared towel and
blind-folded themselves in
groups.
2) Teacher tells the class to listen
carefully to the sound that they
are going to hear.
3) Teacher then opens the seal of
a chocolate near to an amplifier
To develop creative
thinking skill as they
have to visualized
and imagine what
they have tasted.
To integrate
speaking skills in the
Towel
Chocolate
Amplifier and
speaker
Handouts
Group activity
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HBEL3103-WRITING AND TEACHING OF WRITING
o Sweet
o Bitter
o Crunchy
o Hard
o Soft
o Round
o Nice
o Fruity
o Square
Vocabulary describing
feelings:
o Like
o Dislike
so that the sound is loud to be
heard by the whole class.
4) Teacher asks the students to
guess what makes the sound.
5) Teacher tells the class that
he/she will only reveal the
answer later on.
6) Teacher then continues the
activity by placing a chocolate
in the palm of each blind-
folded student and asks them to
feel its shape and smell it
before taste it.
7) Students are to imagine what
have they tasted and enjoy the
food.
8) After that, students open their
towel and each individual in
each group will be given a
handout (according to groups
based on their proficiency
lesson.
To build pupil’s
confidence in
communicating
ideas verbally.
To encourage co-
operative learning.
To gives brief idea
on how to write it.
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HBEL3103-WRITING AND TEACHING OF WRITING
level. Refer to Appendices for
examples) and they have to
answer few questions in the
handout after discussing in
their respective group.
9) Each group is given for about
10 minutes to complete the
handout.
10) Teacher facilitates around.
11) After 10 minutes, each group
sends a volunteer to present
their answers.
12) Teacher provides feedbacks to
students’ responses.
13) Teacher then tells the class that
the food is chocolate and
demonstrates again opening the
wrapper to prove the sound
heard.
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HBEL3103-WRITING AND TEACHING OF WRITING
While-writing
( +20 minutes)
Exercise book
Writing a personal recount
on the food tasted and if
possible, personal feelings
towards the tasted food.
Free writing.
1) Teacher then asks the pupils to
take out their Exercise book
and write a recount of the food
tasted in one paragraph,
consisting of at least 3
sentences. Pupils are to paste
the handout in their Exercise
book as well.
2) Pupils are given freedom in
constructing simple, compound
or complex sentences
depending on their proficiency
level.
3) Teacher facilitates around to
provide immediate assistant
towards pupils’ problems in
writing.
4) Teacher calls to a stop after
To develop pupils
ability to write
descriptively.
To guide pupils in
producing a good
piece of writing.
To give
empowerment to
pupils’ choice of
writing.
Exercise book
Handouts
Individual
activity
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HBEL3103-WRITING AND TEACHING OF WRITING
about 15 minutes.
Post-writing
(+10 minutes)
Sample answer:
Curiosity engulfed me
when I heard the sound. It
seems like someone is
opening a wrapper of a
sweets and it smells nice
when the round shaped food
is placed in my palm. I bite
a small bite. The aroma of
chocolate fills my mouth.
The crunchiness of nuts and
the melting thick liquid send
pleasure to every taste bud
of mine. I bet it is my
favourite ‘Ferrero Rocher’.
Sample answer.
1) Teacher then requests students
who have finished their writing
task to submit their Exercise
book, while the rest can do it at
home.
2) Teacher then hangs up an
enlarged version of the sample
answers and share it with the
pupils.
3) The class read the sample
answers together chorally.
4) Pupils share their feelings on
how they feel about the piece
of writing.
To provide a sense
of guidance and
model.
To incorporate
reading and speaking
skills.
Enlarged
version of
sample
answer
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HBEL3103-WRITING AND TEACHING OF WRITING
I feel satisfied!
Closure
(+5 minutes)
“Chocolate is my
favourite food.”
“I do not like chocolate
since it tastes a little
bitter.”
‘Smiley smiley’.
1) Teacher then distributes one
attractive double-sided smiley
puppet to each student.
2) The students are to show either
the happy smiley face if they
like the chocolate tasted or the
sad smiley face if they don’t.
3) Teacher then elicits simple
responses on why they like or
do not like the chocolate tasted.
4) Teacher complements all the
pupils for being co-operative
during the group task.
To end the lesson
with something
leisure but
interesting.
To cater to pupils
emotional needs of
likeness and dis-
likeness.
To complement
students for their
good participation.
Double-sided
smiley puppet
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HBEL3103-WRITING AND TEACHING OF WRITING
Sample of Handout for Group A (Low proficiency level)
1. What makes the sound heard? (Clue: Wrapper)
___________________________________________________________________________________________________
2. What food do you think it is? (Clue: Junk food)
___________________________________________________________________________________________________
3. What is the shape?
___________________________________________________________________________________________________
4. Do you like the taste?
___________________________________________________________________________________________________
5. What colour do you think the food is?
___________________________________________________________________________________________________
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HBEL3103-WRITING AND TEACHING OF WRITING
Sample of Handout for Group B (Intermediate proficiency level)
1. What makes the sound heard?
___________________________________________________________________________________________________
2. What food it is?
___________________________________________________________________________________________________
3. How about the smell and the shape?
___________________________________________________________________________________________________
4. How is the taste and do you like the taste?
___________________________________________________________________________________________________
5. What colour do you think the food is?
___________________________________________________________________________________________________
6. Where can you get the food tasted?
___________________________________________________________________________________________________
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HBEL3103-WRITING AND TEACHING OF WRITING
Sample of Handout for Group C (Advanced proficiency level)
1. Describe in less than 5 words about the sound heard.
___________________________________________________________________________________________________
2. Describe in less than 10 words about the food tasted.
___________________________________________________________________________________________________
3. Describe your feelings in less than 5 words while chewing the food.
___________________________________________________________________________________________________
Sample answer – smaller version
Curiosity engulfed me when I heard the sound. It seems like someone is opening a wrapper of a sweets and it smells nice
when the round shaped food is placed in my palm. I bite a small bite. The aroma of chocolate fills my mouth. The crunchiness of
nuts and the melting thick liquid send pleasure to every taste bud of mine. I bet it is my favourite ‘Ferrero Rocher’. I feel satisfied!
References
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HBEL3103-WRITING AND TEACHING OF WRITING
- Bitchener, J., Young, S., Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Auckland University of Technology: New Zealand.
- Developing ideas for writing (prewriting). Empire State College: State University of New York. Retrieved June 20, 2010
fromtheWorldWide http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/ce2b510e7d9975ae852569c3006acccc?OpenDocument#mapping
- Ferris. (1995). In Vengadasamy, R. Red-eyed over red ink: alternatives to the error hunt. Faculty of Language Studies Univesiti Kebangsaan Malaysia. Retrieved June 20, 2010 from the World Wide http://74.6.146.127/search/cache?ei=UTF-8&p=positive+fedback+in+teaching+writing&rd=adv&meta=fl%3D0%26vc%3Dmy&fr=yfp-t-701&fp_ip=my&u=www.melta.org.my/modules/sections/7.doc&w=positive+fedback+feedback+teaching+writing&d=Kf_HQbZfVCdj&icp=1&.intl=us&sig=PtrkMq185x2IHdWwP67NnQ--
- How to generate hundreds of writing ideas. Daily Writing Tips. Retrieved June 20, 2010 from the World Wide http://www.dailywritingtips.com/how-to-generate-hundreds-of-writing-ideas/
- Kepner. (1991)., Semke. (1984). & Sheppard. (1992). In Bitchener, J., Young, S., Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Auckland University of Technology: New Zealand.
- Malaysia Teacher Site. (2009). Huraian sukatan pelajaran. Syllabus and the curriculum specifications. Retrieved June 20, 2010 from the World Wide http://malaysiateachersite.blogspot.com/2009/03/huraian-sukatan-pelajaran-syllabus-and.html
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HBEL3103-WRITING AND TEACHING OF WRITING
- Vardi, Iris. (2003). Tertiary student writing, change and feedback: a negotiation of form, content and contextual demands. Retrieved June 20, 2010 from the World Wide http://theses.library.uwa.edu.au/adt-WU2004.0047/
- Vengadasamy, R. Red-eyed over red ink: alternatives to the error hunt. Faculty of Language Studies Univesiti Kebangsaan Malaysia. Retrieved June 20, 2010 from the World Wide http://74.6.146.127/search/cache?ei=UTF-8&p=positive+fedback+in+teaching+writing&rd=adv&meta=fl%3D0%26vc%3Dmy&fr=yfp-t-701&fp_ip=my&u=www.melta.org.my/modules/sections/7.doc&w=positive+fedback+feedback+teaching+writing&d=Kf_HQbZfVCdj&icp=1&.intl=us&sig=PtrkMq185x2IHdWwP67NnQ--
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HBEL3103-WRITING AND TEACHING OF WRITING
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Double-sided smiley puppet
HBEL3103-WRITING AND TEACHING OF WRITING
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Chocolate
Towel
HBEL3103-WRITING AND TEACHING OF WRITING
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