HBEL3103 WRITING and Teaching of Writing Mei 2010 (Final)

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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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


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.


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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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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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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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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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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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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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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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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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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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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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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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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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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- 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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http://malaysiateachersite.blogspot.com/2009/03/huraian-sukatan-pelajaran-syllabus-and.html

http://www.dailywritingtips.com/how-to-generate-hundreds-of-writing-ideas/

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--



http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/ce2b510e7d9975ae852569c3006acccc?OpenDocument#mapping

http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/ce2b510e7d9975ae852569c3006acccc?OpenDocument#mapping


- 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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http://theses.library.uwa.edu.au/adt-WU2004.0047/


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Double-sided smiley puppet


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Chocolate

Towel


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Documents

HBEL3103 WRITING and Teaching of Writing Mei 2010 (Final)