TEACHING WRITING www.geoffbarton.co.uk ACTIVELY TEACHING WRITING.

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<ul><li><p>TEACHING WRITINGwww.geoffbarton.co.ukACTIVELY TEACHING WRITING</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukWelcome to the Literacy Club</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukDOGS MUST BE CARRIED ON THE ESCALATOR</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukPlease don't smoke and live a more healthy life</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukSign at Suffolk hospital:Thieves operate in this area</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukICI FIBRES</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukChurchdown parish magazine:would the congregation please note that the bowl at the back of the church labelled for the sick is for monetary donations only</p></li><li><p>TEACHING WRITINGTo be truth-full I am for the argument about wasting time and money trying to get around the world in a hot air balloon, when this time and money could be spent on working with medical difficulty or people who are homeless.</p><p>I feel it is very important to face challenges, as without challenges, the world would be a very dull place. I feel that the earlier challenges appear in a persons life, the better, as there will undoubtedly be challenges in the workplace or in home life, and so I feel that the people who have faced challenges earlier in life get a head start over people who have not.</p><p>Level 4 Level 7</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukHow weve often (not) taught writing in the past </p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukRead this opening from the novel Bleak House h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h Now write your own opening of a novel.</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukGrammars not the main aim </p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukYear 9Text LevelWriting - plan, write and present</p><p>3. produce formal essays in standard Englishwithin a specified time, writing fluently andlegibly and maintaining technical accuracywhen writing at speed;So what would you do ?</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukYear 9Sentence levelParagraphing and cohesion</p><p>6. compare and use different ways of opening,developing, linking and completingparagraphs;</p><p>So what would you do ?</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukYear 9WritingImagine, explore, entertain</p><p>5. explore different ways of opening, structuringand ending narratives and experiment withnarrative perspective, e. g. multiple narration So what would you do ?</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukYou dont teach writing merely through:Reading aloudShowing modelsHighlighting genre featuresCorrecting first draftsLots of bullet-points after the task</p><p>Model itDemonstrate itPractise itCritique itScaffold itDEPENDENCEINDEPENDENCE</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukModel itDemonstrate itPractise itCritique itScaffold itIncluding bad modelsShow students the process of writingCorrect/change/improveMake it collaborativeMove from small to larger sections</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukThe Set-UpBUILDING SUSPENSE</p><p>Write the opening of a mystery story. Set it at a funeral in a wintery churchyard. </p></li><li><p>TEACHING WRITINGUsing modelsBefore .</p><p>It was a bitterly cold day. Everyone was in black. The cars were black too. There were people standing around in a group waiting for the coffin. Crows were flying in the sky. It was really eerie.</p><p>bad</p></li><li><p>TEACHING WRITINGUsing modelsAfter .</p><p>The undertaker's men were like crows, stiff and black, and the cars were black, lined up beside the path that led to the church; and we, we too were black, as we stood in our pathetic, awkward group waiting for them to lift out the coffin and shoulder it, and for the clergyman to arrange himself; and he was another black crow in his long cloak.</p><p>And then the real crows rose suddenly from the trees and from the fields, whirled up like scraps of blackened paper from a bonfire, and circled, caw-caw-ing above our heads.Susan Hill</p></li><li><p>TEACHING WRITINGwww.geoffbarton.co.ukSee things as a writer, not just a readerExplore texts actively - meddling, rewriting, editingDemonstrate the writing process yourselfRelate everything to effectTalk about grammar where it helps, not as an end in itselfStart with small units of writing then build upEncourage experimentation, risk-taking, creativityEnjoy!GBs Final Thoughts</p></li><li><p>TEACHING WRITINGGeoff Barton*All resources available at www.geoffbarton.co.uk</p></li></ul>

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