Language Skills: Writing Joanne ＆ Maria Dec.2007

Language Skills:

Writing

Joanne ＆ Maria Dec.2007

Functional Tasks for Mastering the Mechanics of Writing and Going

Just Beyond

INTRODUCTION

* A writer can communicate a variety of messages to a close or distant, known or unknown reader.

* A writer need to define the message they want to send and readers will receive it.

* Grice (1975) writer: a clear, relevant, truthful, informative,

interesting, and memorable text. reader: interpret with accuracy, clarity of

presentation and organization of idea by the writer.

* Mechanics early functional

combination of “purpose for writing ” and language focus communicative perspective

Functional Tasks for Mastering the Mechanics of Writing and

Going Just Beyond

EARLY WRITING TASKS: COPING WITH THE MECHANICS

• What Do We Teach?

* Mechanics : letter recognition, letter discrimination, word recognition, and basic rules of spelling, punctuation, capitalization and recognition of whole sentences and paragraphs.

* English has a very systematic set of sound-spelling correspondences.


Going Just Beyond


• What Do We Teach? *The English Consonants: The sounds of

consonant letters depend on the environment in which they occur.

* Ex: “c” /k/ & /s/ c + a, o, u, l, r /k/: cat, coach, cup, clock, cry c + e, i /s/ : cell, city consistent c + h /t∫/ : chocolate / k/ : choir less consistent c + k /k/ (in the middle or at the end of words) :

chicken, lock


Going Just BeyondEARLY WRITING TASKS:

COPING WITH THE MECHANICS• What Do We Teach? *The English Consonants: The consonant letter of h is very powerful

in changing the sound when its environment is varied. Ex: “ch” /t∫/ : chair “sh” /∫/ : short “th” /θ/ : think* Teaching consonants letters and sound correspondences, we just

need to focus on the difference when Ss whose own alphabet is similar to English .

* Students from different writing systems need special writing

exercises, such as, Japan, Korea, Thailand and so on. (see Appendix A)



COPING WITH THE MECHANICS• What Do We Teach? *The English Vowels 1) The vowel letters in English are more complex sound-spelling correspondences but they still haves consistency and predictability. 2) Basic Types of English Vowels a) Consonant Vowel Consonant-CVC (known as the environment for short vowels). The environment CVC in all 5 vowel letters a, e, i, o ,u occurs as simple lax (produce with relaxed muscle) and nondiphthongized such as, pan, pen, pin, pot and but. b) CV or CVCe (known as the environment for long vowels). The same 5 vowels in the CVCe environment occur with tense and diphthongized, such as, pane, Pete, pine, rope, and cute. They are similar in the CV or V environment such as go, be, I, Lu.



COPING WITH THE MECHANICS• What Do We Teach? • some advanced spelling rules related to English morphology. * Monosyllabic Words : If learners know the rule that when we need to add the

inflection (e.g. -ing) to the final syllable stressed verbs, it needs letters doubling. Ex: sit sitting.

*Polysyllabic Words 1) They also can apply the same rule to polysyllabic verbs. Ex: begin beginning 2) However, if the final syllable is not stressed, it doesn’t need letters doubling. Ex: open opening *Pay attention to exceptions. *Practicing sound-spelling correspondences is good for the skills of reading and writing.


Going Just Beyond


• How Do We Teach Mechanics? * Aims to Teach Reading and Writing Mechanics:

1) to enhance letter recognition-especially when learners are

from a different writing system, such as, Korean, Japanese

or Chinese

2) to practice sound-spelling correspondences via all four

language skills

3) to help learners move from letters and words to meaningful

sentences and larger units of discourse.


Going Just Beyond


• How Do We Teach Mechanics? * Recognition and writing drills constitute the first steps in the

development of effective reading and writing habits. * Types of Recognition Tasks: 1) Matching task 2) Writing task 3) Meaningful sound-spelling correspondence practice



COPING WITH THE MECHANICS

• How Do We Teach Mechanics? * Types of Recognition Tasks: 1) Matching task: It helps learners develop effective recognition habits based on distinctive graphic features. (Appendix A)


Going Just Beyond


• How Do We Teach Mechanics? * Types of Recognition Tasks: 2) Writing task :It starts with basic letter formation and leads to meaningful writing of words and sentences. (Appendix B)



COPING WITH THE MECHANICS• How Do We Teach Mechanics? * Types of Recognition Tasks: 3) Meaningful sound-spelling correspondence practice : It requires learners to focus on the pronunciation as well as the written shape of the spelling patterns. (Appendix C)

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond


• How Do We Teach Mechanics? *An important feature of this early stage of writing is the need to

accustom learners to correct capitalization in English and to basic punctuation rules. Students can write some sentences such as the following:

Ex: 1. There is a cat on the mat and a cake on the plate. 2. The ball is near the tall boy next to the wall. *At this early stage of writing, we need to give learners “ plenty

of opportunities for copying”( Byrne, 1988) . *Such copying activities can be guided to let students search for

the meaningful words and to create sentences in new contexts. (Appendix B)


Going Just Beyond



COPING WITH THE MECHANICS

• More Advanced Writing Tasks: Developing Basic Communication Tools

*For more advanced writing activities, we usually work with categories of practical writing tasks, emotive writing tasks, and school-oriented tasks.

* In order to develop those more demanding writing activities, we

need to build a set of specifications that help Ts and Ss cope successfully with these tasks.

*Such a set of specifications as the following: 1) Task description 2) Content description 3) Audience description 4) Format cues 5) Linguistic cues 6) Spelling and punctuation cues



COPING WITH THE MECHANICS• Practical Writing Tasks *These tasks are procedural in nature and have a predictable format

such as lists, notes, short messages and so on. *Lists can be many types. 1. Things to do list: It is useful to practice verb base forms and reinforce sound-spelling correspondences and it’s usually in preparation for some event or a plan. Ex: a list for a group of students who are preparing a surprise birthday party. Things to DoThings to Do (1) buy a present for Donna (Sharon). (2) Call Donna’s friends (Gail). (3) Write invitations (Dan). etc.

Functional Tasks for Mastering the Mechanics of Writing and Going Just

BeyondEARLY WRITING TASKS:

COPING WITH THE MECHANICS• Practical Writing Tasks 2.Things Completed List: *It specifies the things that have been done and is useful to practice past forms of verbs for students. Ss need review the regular past tense and exceptions. 1) –ed 2) the deletion of a final e before adding -ed : live lived 3) double letter + -ed when the end of the word is stressed : can canned 4) replacement of y with i when the base ends is C (consonant) + y : try tried * Ex: Things completedThings completed 1. planned the games for the party 2. wrote the invitation 3. bought the present 4. called the friends 5. tried to call Donna’s mother etc


BeyondEARLY WRITING TASKS:

COPING WITH THE MECHANICS• Practical Writing Tasks 3.Shopping List: *It is a good way to practice the spelling of the plural ending of countable nouns and the use of

quantifiers. 1) /s/: when the end of the word is voiceless, we pronounce /s/-- mops 2) /z/: when the end of the word is voiced, we read /z/-- pencils 3) /Ι z/ : when the ends of the word are s, sh, ch, x, o, we pronounce /Ι z/ -- brushes *Notes and messages: Let Ss practice simple sentences with proper punctuation and a meaningful message. Ex: Messages for Lisa Wash the dishes in the sink. Feed the dog.


Beyond


• Emotive Writing Tasks *Emotive writing task is a personal writing activity which includes letters to

friends, narratives describing personal experiences, personal journals or diaries. *Types: 1) Letter Writing: format, punctuation, spelling and so on. 2) Personal Experience: narrative format, past-tense forms 3) Journals and Diaries: combine the above *A limited and structural emotive writing task is more suitable for beginners.


Going Just Beyond


• School-Oriented Tasks * It is one of the most important functions of writing that students are required to write assignments, summaries, essays and so on. * These tasks might be short and limited for beginners. * It combines with content and organization.



COPING WITH THE MECHANICS• Dialogue Journal Writing at the Early Stages * It enables students and teachers to interact on a one-to-one basis and also is a very useful

communicative event at the early stages of learning to write in a new language. * Peyton and Reed (1990) 1. Ts and Ss can start a dialogue Journal when they feel comfortable in the classroom. 2. It can start as an picture book that Ts and later Ss give some comments and brief descriptions. 3. Gradually, the texts become more detailed and the communication process is enhanced. * Some modern form of interaction can be applied such as e-mail.


Going Just Beyond

CONCLUSION

*Ts can use various writing tasks at all levels and the chapter focus on the beginners. * Writing combines with linguistic accuracy and content organization. * The mechanics of writing are important for beginners since they help learners establish sound- spelling correspondences, which are effective in reading and writing.

Considerations for Teaching an ESL / EFL

Writing Course

* Two crucial components to writing courses are assignments and the methods of feedback.

* The excellent teacher reflects himself and has correct teaching philosophy and beliefs.

INTRODUCTION

Building background knowledge

* At the mid-1960s, teaching writing to native English speakers (NES) focused on literary texts. The model was standard and included the following steps:

1. instruct Ss in principles of rhetoric and organization, presented as “rules” for writing. 2. provide a text for classroom discussion, analysis,

and interpretation. 3. require a writing assignment 4. read, comment on, and criticize papers

* It called “ Product Approach”. Because it concerned the completed written product, not the process.

Building background knowledge

* In the 1960s, ESL composition teaching in North America was a controlled composition model. It reinforced the language rules and the writing task was tightly controlled in order to reduce the errors.

* In the late 1960s, Janet Emig’s found out writers produce text didn’t match the traditional model through her research findings, and the insights of processed-based inquiry began to impact the teaching of writing.

* It has become mainstream in teaching writing today as the

“process approach”. 1. The writers engage in writing tasks through stages of drafting and receiving feedback from peers and the teacher.

2. Then, it followed by revision of their evolving texts. ( through a cyclical approach rather than a single-shot

approach)

* Teachers need to develop their own approach through choosing methodologies and materials to promote Ss learning.

The Writing Curriculum* Placement Considerations 1.Purpose: to sort students into levels of writing proficiency for

curriculum planning and a clear curricular goals. 2.Tool: placement test 1.) Scoring writing placement texts is a complex procedure, so we can use a global holistic scale such as TOEFL Test for Written English or 100-point ESL English Composition Profile. 2.) Sometimes Ss with different strengths and weaknesses do receive similar scores, so a wider range of actual writing skills could be better than a scoring scale.* Establishing Curriculum Principles It based on skill levels 1. For beginning or intermediate-level: It involves grammatical

skills, the imitation of models, short texts and self-expression practice. 2. For intermediate and advanced-level: work on the creation of self- generated texts.

The Writing Class• Syllabus Design * It’s designed for taking into account curricular goals and the particular

students. * Ts need to consider at least the following aspects of course planning: 1.) How much writing are expected to complete? 2.) What’s the timelines and deadlines for working on and completing papers? 3.) How many formal writing assignments will be done in class? 4.)What aspects of the composing process will be presented? 5.) What aspects of grammar and syntax will addressed in class? 6.) What will constitute progress in writing skills? 7.) How much reading will be covered? 8.) How the grade will be determined? Ex: In the ESL/EFL writing class, Ss learn to produce academic essays through mastering techniques for getting started → generating ideas → drafting papers → anticipating revising → utilizing feedback * The goal should be that writers become informed and independent

readers with the ability to create, revise, and reshape papers.

The Writing Class• Techniques for Getting Started * The prewriting stage is prior to actual production of writing because Ss fear the blank page. *Some devices are for the purpose of generating ideas which are presented below: 1.Brainstorming: Ss share their collective knowledge for their first drafts. 2.Listing: It can be a individual activity and Ss produce as lengthy a list as possible of all main ideas . 3.Clustering: It begins with key words or central ideas that are put on the page in a pattern and look like connected lines depending on how the individual associations relate to each other. 4.Freewriting (quick writing): Ss write without taking the pen from the page and Ts provide an opening clause or sentence. It often contains useful raw material for Ss to work with.

The Writing Class

• Using Readings in the Writing Class * Readings provide models of what English

language texts look like and input that helps students develop awareness of English language prose style.

*In the ESL writing class, Ss practice skills such as summarizing, paraphrasing, interpreting, synthesizing and so on by using readings.

*Sometimes the intention of readings focuses on the related issues to the content area.

The Writing Class• Writing Assignments* It’s referred to as a “Life Cycle” that a writing course usually consists a similar round of assignments.* It reflects that Ts view the goals of the course.

* An assignment type belongs to the “rhetorical patterns” approach that focus on specified manner of presentation such as comparison, and contrast. But the “real world” writing doesn’t begin with such form, however, in ESL/EFL classes , it works

for academic writing.

* Another type “ discovery approach” that Ss practice personal writing will transfer to academic papers. But it’s no hard evidence to support it and Ss may not share their personal thought.* Some guidelines for successful writing assignments as the following: 1.) Let students know the context and reasons 2.) The content should be accessible and allow for multiple approaches 3.) Be un-ambiguous and comprehensible 4.) The task should have enough time and further knowledge of content and skills 5.)The rhetorical cues should provide a clear direction of format of finished assignments 6.) Let students know how their output will be judged (evaluation criteria)

The Writing Class

• Responding *It’s the main task of the writing teacher and here are

some key questions that Ts should think about. 1. What’re the general goals for providing feedback to Ss? 2. What’re specific goals for providing feedback to Ss on a particular piece of writing? 3. What stage should feedback be offered? 4. What form should feedback take? 5. Who should provide the feedback? 6. What should students do with the feedback they receive?

The Writing Class

• Goal-Setting * Responding to Ss writing has the general goal of

fostering Ss improvement. * Teacher should implement a variety of response

types and train students to maximize feedback on future writing occasions.

* Student need to make the best use of commentary.

The Writing Class

• Shaping Feedback * Ss need to be trained to use the feedback that

will improve their writing. * The more detailed and specific comments will be helpful for improving the Ss’ papers. * Ts’ philosophy is a key determinant to

commenting.

The Writing Class• Forms of Feedback * Giving feedback on drafts is time-consuming. * Different ways: 1. Oral Teacher Feedback (1)Individual conferences >>Advantages >The T can ask the S directly about the intended messages that are difficult to explain by reading a working draft. > And uncover potential misunderstanding that Ss might have about prior written feedback. > Ss can learn more in the one-to-one exchange. ( 2)Submit a cassette tape with each draft It works best when Ts make comments into the tape recorder while marking symbols on the Ss’ text. >>Advantages > Provide more extensive feedback > Allow Ss to replay the tapes many times to understand the T’s comments.

The Writing Class• Forms of Feedback 2.Peer Response >>Providing feedback from peers can help each other gain a sense of audience. >>In ESL/EFL classroom, peer response need to be taught and controlled because of lacking the language competence. <how to train> >Provide a short list of directed questions or a checklist of attributes >Particular rhetorical feature discussed in class >Trained by reviewing an essay written by a students in a previous class through a peer response sheet that asks specific questions > Later, more complex and varied questions could be designed. Ex: What is the main purpose of this paper? What have you found particularly effect in the paper? <more guidelines> find out at least three questions that don’t explain very clear in the essay write down those questions for the writer to answer to the next draft.

The Writing Class

• Forms of Feedback 2.Peer Response >For maximizing the value of the feedback, Ts

should provide practice in the valuable skill of text analysis.

>Written responses can be given to the writer. >There are many problems in EFL/ESL class such

as the Ss usually focus on only grammatical issues. > The outcome of peer responses differs from

different cultures and participants . > How Ts train Ss response in a manner best

suited to a particular classroom environment should be concerned.

The Writing Class

• Error Correction * Grammar and editing feedback and instruction can help

Ss improve the accuracy of texts. (Ferris ＆ Hedgcock, 1998)

*Writing course is not just a grammar course. Errors need be dealt with appropriately, and this stage is best considered part of the final editing phase.

* Editing works on eliminate grammar and stylistic infelicities and Ts need to decide WHEN, WHO, WHICH, and HOW to correct.

*Providing feedback on errors can be part of the peer feedback process.

The Writing Class

. Error Correction

* How to Call Students’ attention to errors is complex and Ts can choose as the following: 1. Point out specific errors by using a mark or other symbolic system 2. Correct specific errors by writing in the corrected form 3. Label specific errors 4. Indicate the presence of error but not the precise location 5. Ignore specific errors* The best approach to feedback on errors derives from the

circumstances.

Conclusion

• Producing a successful written text is a complex task especially for ESL/EFL Ss.

• Ts need to design curriculum with a clear understanding of how the acquisition of written skills can be fostered.

• The author hopes of finding the best method that“ teaching writing was a matter of prescribing a logically ordered set of written tasks and exercises”.

Grammar in WritingP.233~P.248

IntroductionWhat is grammar in writing? – Barbara

Hawkins

The role of grammar in writing

What’s the influence of L1 composition ability and what is pedagogy on L2 writing practice?

Form-focused instruction is not only unnecessary but frustrate natural acquisition processes (Krashen’s, 1982)

IntroductionNoninterventionist position --ignore of form-focused -- for academic work or careers--Lightbown(1998)

not all kinds of grammar instruction are

useful What the Ts need to consider and

reflect

General Guidelines for Integrating Grammar in Writing Instruction

What kinds of grammar focus are appropriate and relevant for Ss’ needs in the writing classroom?

Learner? The language to be taught?

The structures to be learned?


•Learner Variables

Celce-Murcia(1985)

Ferris ad Hedgcock(1998)-- the differences in backgrounds and abilities including linguistic, ethnic, and

cultural backgrounds

Reid(1998)-- Learning styles of learners


immigrants• Ss’ educational backgrounds and English acquisition

in the native country

1. International or EFL students• Good grammar structure/terminology• Better skill in producing/non-nativelike structure ex: unidiomatic phrasing• Good in written format, but may inappropriately ex: using “I mean” rather than “that is” before a clarifying statement; or using “me and my friends…”• Learn English in the classrooms


immigrants2. permanent residents• by ear from exposure to oral• Similar to native Eng speakers• sound strange, but don’t know why ex: the and a in many contexts• unfamiliar with grammar terminology


• Learner Variables--Teachers procedure

-- Ask Ss’ backgrounds in the beginning-- A list of grammatical terms ex: subject, verb, infinitive-- Make marks on the list-- Basic terms -- keep terminology as simple possibleex: infinitives → to + verb present progressive tense → be + Ving


• Learner Variables- error avoidance-- Ss usually avoid errors by not using them-- Can’t evaluate Ss’ performance or develop

lesson simply on the basis of error diagnosis and

corrective feedback-- need grammar instruction to encourage

ESL writing Ts have much to consider in meeting Ss’ needs

-- plan syllabi and lessons


• Situational VariablesAcademic? Business communities? Internet communication, like e-mail?

Different objectives in the classroom-- ESL Ss-- Advanced Ss

Different kinds of writing, different grammatical

features and clusters of features used ex: academic – essays, lab reports… business – memos, proposals…

In general

Activities for Incorporating Grammar into Writing Instruction

• Text Analysis Learn how to use different grammatical features and grammatical systems

Help Ss understand and use appropriate grammatical terms ex: definite and indefinite articles present tense verb forms

Help Ss use implicit knowledge of grammar rather than rule-based knowledge ex: present perfect & present perfect progressive tense


• Text Analysis Considerations for Selecting Grammar

Points and materials for Text Analysis

Should consider the proficiency levels of Ss and course objectives

The sources of authentic texts depend on the different objectives in the class

ex: native Eng speakers / ESL or young Ss


• Text Analysis Considerations for Selecting Grammar Points

and materials for Text Analysis

Learn to write from reading, a springboard for writing

Holten (1997)

Readings based on authentic or fictional oral Eng, like

interviews or plays → good for discussion

Supplementary text-- Newspaper, magazine, ads, cartoons


• Text Analysis• Six considerations for selecting texts and

grammatical points for analysis

1. Should be appropriate for Ss’ developmental stages

2. Should reflect Ss’ writing needs

3. Assigned course readings should be source of text analysis

4. Lessons should be kept brief

5. Enhance the texts by underlining or bolding certain elements

6. Productive tasks should follow text analysis


• Sample Text Analysis Lessons

Examples below are appropriate for advanced level students and focus on

grammatical features in text

Assumption:-- the structure is appropriate-- the text used has sufficient examples-- the structure can be used by Ss in their own

writing


• Sample Text Analysis Lessons1. That and zero-that clauses

-- to help Ss identify clauses in which “that” is deleted before a complement clause

-- mostly on one newspaper comic page briefly review complement clauses with examples ask Ss to find the places where “that” could be

inserted discuss why speakers omit these forms examine an academic prose passage for comparison discuss why writers might omit “that” and when

they might need to use ex: I know I’m no longer young and pretty….

Activities for Incorporating Grammar into Writing Instruction• Sample Text Analysis Lessons

2. Tense and Time Frame Shifts-- Ss are often confused about the motivations for verb

tense shifts and believe that they should not change verb tense or time frames ex: He goes to school yesterday. He gone to Japan for 3 days.

-- the ways Ts can do review the reasons why we shift give Ss a passage with tense and time frame shift underline and number and ask Ss to identify try to circle adv. or adv. phrases that signal time

frame shifts have Ss check what they have written before


• Sample Text Analysis Lessons3. Demonstrative Reference

-- the way to do → ex: “this” in pronoun reference

and “this” + nounfind a text with examples of both “this” usednumber the linesask Ss to skim with 2 colored highlighters on this two typesgive Ss a graphic organizer with 2 columnsdiscuss under what conditions to use ask Ss to edit drafts for any unclear use


• Guided Writing Activities To focus Ss’ attention on language features that are difficult for them

Exercises eliciting the use of grammatical structures can encourage Ss to expand their linguistic resources

Suggested ways: prewriting, revising, editing processes

Ts must consider the learner variables and the learning

context to make the best effort


• Text ConversionSs rewrite passages and short texts, changing some feature of the grammatical structure ex: change direct to indirect speech

Celce-Murcia and Hilles (1988)→ Ss do not involve actual composing, only practice in making structure discourse

matches

There are 6 common writing contexts


• Six text conversion activities 1. Revision and Editing Focused

Exercises One common use of text conversion is conversion of sentences in active voice to passive in contexts

Ts could create a text or use a student text

Not all parts of the text can be used, so Ts can underline or number the sentences for student to

use


• Six text conversion activities 2. Sentence Combining Mellon, 1969

To develop syntactic fluency ex: The man was old. The man had gray hair. The man walked down the street. The man walked slowly.→ The old, gray-haired ma walked slowly down the

street.

Could result in confusing or even incomprehensible sentences if Ts don’t structure carefully


• Six text conversion activities 2. Sentence Combining useful for guided practice in producing particular grammatical structures help Ss develop some language techniques ex: distinguish key or less important information For advanced ESL Ss – draft revision (see p.241)-- to achieve a better flow of info. -- can focus on particular rhetorical moves, and Ss can practice in academic writing frequently


• Six text conversion activities 3. Guided Paraphrase The most important skill Ss often lack the facility with vocabulary and

syntax Cued paraphrase exercise→ Ss transform sentences or parts of sentences from assigned readings→ use cues at first-- cues may be words or phrases to let Ss restructure in the paraphraseex: What a beautiful girl she is ! (how) → How beautiful girl she is !


• Six text conversion activities 4. Text Elicitation Ts select a topic or writing objective and a

grammatical structure or structures to be practiced by Ss

Assigned reading responses also include practice of grammatical structure needed for writing tasks

ex: use conditionals in discussing brief problem-solution texts (Holten and Marasco 1998) (see p.242)

Sources include surveys, graphs or charts on topics related to writing theme or research articles


• Six text conversion activities 5. Dictation 1st procedure:-- Ts read aloud a short text several times-- use related topic that Ss are working-- Ss just listen 2nd procedure:-- Ts pause to let Ss write-- don’t use words that are not stressed 3rd procedure:-- Ss read over and make corrections-- Ts show the answer to let Ss check and edit-- the class could discuss


• Six text conversion activities 6. Text Completion: three types1) cloze passage-- a single word for Ss to fill in the paragraph-- can be created either by random deletion of words or a specific item (ex: articles)-- let Ss create their own cloze passage-- correct errors in the grammatical items

2) Gapped text-- one or more words for each blank-- more suitable for grammatical focus-- can be used to elicit deleted verbs that include forms with more than one word, like passive


• Six text conversion activities 6. Text Completion: three types

3) The third type-- asks Ss to consider syntactic structures with the same meaning and to choose the more appropriate translation based on the preceding context-- focuses Ss’ attention on how features interact to create information flow (see p.244 example)

Error Diagnosis and Correction

• Error Detection and Correction Exercise

Ss’ own writing should be used for exercisesThrough peer correction can’t really find out Ss’ particular problemTs need to adjust the S’s textThere are three useful error detection and correction techniques.



three useful error detection and correction techniques

1) If there are different types of errors in one text, tell Ss the total number of each kind of error to identify and correct Ex: my classmate, Helen, are most beautiful and kind woman in world. errors: 1 capital, 1 verb tense, 2 missing

articles, 1 superlative mode




2) To focus on one error type and give Ss a text with number lines.

Ex: 1 The Olympics were hold in Sydney, Australia 2 in 2002. Athletes from all over the world 3 participated. The Olympics have inspire 4 many young people to excel in athletics.

Guide: Errors – Lines 1, 3




3) Use sentences from Ss’ drafts to focus on one error type.

Ts can identify the grammar feature for correction focus, like articles, word forms, conjunctions, prepositions and so on.

Ex: my friends give me present tomorrow I will give her present then we feel happy


• Editing Strategies and Techniques

What makes Ss become accurate writers?-- spend time to revise and edit-- be aware of their language error patterns-- have a habit of reviewing their work

constantly-- edit their work recursively

devote time and effortSs should be encouraged to explore different strategies to find one way effectively.


• Editing Strategies and Techniques 4 editing techniques:

1) Read-Aloud Technique-- Ss can aware of their error patterns by

reading aloud and through the paper several times.

2) Pointing to words-- Use a pencil, pen, or finger to point to words one by one.


• Editing Strategies and Techniques 4 editing techniques:

3) “Slow-down” Technique-- read a draft from the last sentence in each paragraph reversely-- it helps Ss for certain kind of errors, like missing plural endings

4) Word Processing Grammar Checkers-- Grammar checkers help Ss pay attention to potential errors.


•Teacher Feedback on Errors Four general guidelines and suggestions

for providing feedback on grammar

1) Use indirect feedback is more useful-- put a check in the margin of the lines -- underline or highlight-- use symbols to identify errors ex: vt for verb tense, art for article -- attach a sheet with a list of errors


• Teacher Feedback on Errors Four general guidelines and suggestions for

providing feedback on grammar

2) Don’t provide feedback on all errors in one piece of writing.-- Ts should focus on several errors that Ts

consider as most needing attention.

3) Errors represent Ss’ frequent error patterns.-- Ss variables (metalinguistic knowledge,

proficiency level) and the instructional situation decide how much attention that Ss would pay


• Teacher Feedback on Errors Four general guidelines and suggestions

for providing feedback on grammar

4) Ts should give concern in early drafts, don’t wait till the last moment.

Conferences are excellent opportunities to provide individual help.

-- Ts can hold “miniconferences” with S or small groups in the classroom.

-- Ts are like collaborators, not error correctors.

Conclusion influenced by developments in L1 composition

teaching

In the future:• ESL writing classroom teaching • Future sociopolitical and sociolinguistic developments• Increased globalization and the development of world Englishes• Increasing non-native English–speaking immigrant populations in English-speaking countries, especially

in institutions of higher education• Rapidly developing computer technology offers resources for individual tutorials

Ts need to be aware of and reflect on in making decisions about grammar in the writing classroom.

WritingP.225~P.268

Writing Conventions

Handwriting-- a personal issue-- the influence of badly-formed letters-- encourage with problematic

handwriting-- still important

Writing Conventions

Spelling-- the influence of bad spelling-- reasons of bad spelling:• the sound of a word and the way it is spelt ex: paw, light• same spelling, different sounds ex: food, cook, row, flower• Not all varieties of English spell the same words in the same way ex: color/colour; theater/theatre

Writing Conventions Spelling-- how to help Ss’ spelling• Attention to the common spelling of the phonemes• Look at different ways of pronouncing the

same letters• Exercises to discover spelling rules• Focus on a particular Eng. (British or AmEng)• Through reading, especially extensively• Attention to spelling problems and explain → to raise spelling consciousness

Writing Conventions

Layout and punctuation

--different style of writing, different layout ex: business, email, newspaper, small

ads

--different writing communities, different punctuation• comma, capitalization of names, months

and the pronoun I

Approaches to Student Writing

Process and product-- focus on product:• the aim of a task and the end product-- focus on process: many skills• very stages of writing: pre-writing,

editing, redrafting, final publishing• simple approach: put in order (p.257)• complex approach: writing model (P.258)• disadvantage: take time• advantage: involved many interactions


Writing and genre-- let Ss look at the typical models ex: newspaper articles-- appropriate for specific purposes-- what to need:• knowledge of the topic, the conventions

and the style• know the context will be read and by whom• imitation is a good way


Creative Writing-- imaginative writing-- main feature: let Ss feel pride and want it to be read-- a powerful motivation way-- reader audience-- Ss’ most common difficulty


Writing as a cooperative activity-- group writing• get more detailed• get constructive feedback-- both process and genre-based

approaches-- greatly motivating for Ss


Using the computer-- good reasons for using computer • remove the problem of poor handwriting• help to edit at great speed and facility• spellcheckers• visible to the whole group than a piece of paper

-- make Ss see the writing more objectively-- encourage participation of individuals-- mouse-pals: email

The Role of the Teacher

Motivator ex: creative writing activityResource-- supply information and language-- Ts are available, be prepared-- offer advice and suggestionFeedback provider-- positively and encouragingly to the

content-- offer correction on what and how much

Writing lesson sequences

Example 1: Paul’s business trip-- practice basic punctuation, like capital letters, commas, apostrophes and full stops• look at the pictures and listen to the

story• change the unpunctuated text while listening-- better work in a group


Example 2: The genre analyzer-- write reviews of plays, concerts or

films• look at a collection of reviews• follow reviewers’ genre-analysing kit• build up a picture with questions• show a video and make notes• draft and read and get feedback• final version and vote the best one-- in pairs or groups


Example 3: A poem-- Memorize one sentence of a poem and dictate it to each other• put into groups• each S read one sentence, memorize

and dictate the line to the group memebers

• one by one, till finish the poem• decide the title-- writing and silence way


Example 4 : Julia’s Story-- Ss join together to write a story• put into groups about five, sit in circle• T dictates one sentence• each S writes down and write next sentence• pass the paper to the S on the left• make turns, till the paper return to the original owners• then, each S write their own sen. at the end• read out

-- enjoyable and useful for developing writing

fluency


Example 5 : Lady Margaret Beaufort-- Ss make notes• think of at least 3 situations• Ss think when punctuation, initials, drawings…can

help• ask Ss if there are any other methods• explain signs and symbols• give a text, Ss read and listen to additional info.

and make notes on


Example 6 : Women in the US-- Ss write a report• T give a article with statistics • in group of three• decide which topic go together to make a paragraph• Ss choose and link the info. together• Ss in the group have to join the paragraphs together• complete reports on the board • discuss

-- advantages

Thanks foryour

Attention !

Documents

Language Skills: Writing Joanne ＆ Maria Dec.2007