Writing (TSL 3073) Lecture W11

TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL CLASSROOM

6.0 SYNOPSIS

Topic 6 introduces you how to interpret the writing skills in the syllabus. It also discusses how to select and prepare activities for teaching different levels of writing skills.

6.1 LEARNING OUTCOMES

By the end of Topic 6, you will be able to:

plan lessons to develop writing skills design appropriate writing activities to suit different levels of learners.

6.2 FRAMEWORK

1

TOPIC 6 (Part I) : PLANNING FOR TEACHING WRITING

Planning for Teaching Writing

Interpreting the writing skills in the syllabus

Selecting and preparing activities for teaching different levels of writing skills

Grading and sequencing the writing lessons according to level of difficulty


6.3 Interpreting the Writing Skills in the Syllabus – KBSR English Syllabus

The focus is on developing learners’ writing ability beginning at the word and phrase levels and progressing to the sentence and paragraph levels. For learners who are able and capable, they must be encouraged to write simple compositions comprising several paragraphs.

Attention is also paid to penmanship so that even from a young age, learners are taught to write clearly and legibly both in print and cursive writing.

In writing simple compositions, learners are taught the various steps involved in writing such as planning, drafting, revising, and editing. In the process, they are also taught to use appropriate vocabulary and correct grammar to get their meaning across clearly.

Although much of the writing at the primary level is guided, the amount of control is relaxed for learners who are able and proficient in the language. All learners are encouraged to write for different purposes and for different audiences. Spelling and dictation are also given emphasis.

By the end of their primary schooling, learners should be able to write lists, messages, letters, instructions, directions, simple poems and stories, descriptions, simple recounts and simple reports for various purposes.

6.4 Interpreting the Writing Skills in the Syllabus – KSSR English Syllabus

The approach adopted in the Standard-based curriculum is underpinned by the following principles:

• Back to basics - It is essential for teachers to begin with basic literacy skills in order to build a strong foundation of language skills. The strategy of phonics is introduced in order to help learners begin to read and a good foundation in penmanship will help pupils acquire good handwriting.

• Learning is fun, meaningful and purposeful. Lessons, which emphasise meaningful contexts and the integration of language skills, allow learners to learn by doing fun-filled activities. Contextualised as well as purposeful activities will promote the fun element in language learning.

2


6.5 Selecting and Preparing Activities for Teaching Different Levels of Writing Skills

Activities in a lesson plan should show connectedness and progress from easy to difficult - from modelled writing to independent writing. This is reflected in the way the curriculum specification is organised. For example with reference to Huraian Sukatan Pelajaran Year 4 KBSR (page 30) :

4.3 Match words to linear and non-linear representations

• Level 1 – 4.3.1 Match phrases to pictures

• Level 2 – 4.3.2 Match words to signs

• Level 3 – 4.3.3 Match words to other words

When planning for writing lesson, the flow of the lesson plan should begin with Level 1 before progressing into Level 2 and 3 for this particular matching exercise. This is to ensure learners are able to grasp proper understanding of the lesson and to successfully achieve intended objectives.

6.6 Grading and sequencing the writing lessons according to level of difficulty.

Teachers need to sequence their writing lessons in some logical order.Basically, at the earliest levels, a lesson may involve providing multiple and varied context for practising handwriting and/or spelling, teaching and creating occasions for meaningful practice in punctuation, as well as providing occasions for using what language they have for real communication.

At later phases the writing lessons could focus on the process involved in producing a written document such as a letter or a story.

For samples, refer Nesamalar Chitravelu’s “ELT Methodology: Principles and Practice” (pg.180)

3


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.

4


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 apporach

6.9 FRAMEWORK

5

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


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 characterised by maximal teacher input and minimal learner input (learners neither contribute ideas nor organise 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.

6


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 organisation 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

7


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 organisation 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

8


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, quickwriting and mind- mapping

Learners organise 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 targetting (their parents, their friends etc.) so that they can select the most suitable words, style and sentence construction

Feedback is where pupils receive most guidance on how to improve their writing skills, through questions posed by teachers and peers

9


- 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, focussing on their content, organisation, grammar and sentence structure.

6.12.3 Stage 3: Publication

10


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

6.14.1 Generating ideas

Often the first stage of a process approach to writing

11


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.

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'

12


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 writingii) how I found out about the jobiii) relevant experience, skills and abilitiesiv) closing paragraph requesting for an interview

6.14.4 Organising 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.

13


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.

Here is an example of a writing correction code

14


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.

RW Re-write Plane flew mountains, snow saw.

Source : http://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf

15

Writing correction code

This is a common tool to optimise learning opportunites from mistakes leaners make in written homework and to encourage the editing stages of process writing. You show the learners where the mistakes are and then they try to correct them as a second stage to the initial writing task.

Procedure

1. Set your writing task. Ask learners to double-space or leave a clear margin.


Tutorial Task

1. Select a genre and plan an outline of a writing lesson using the process approach. Share the outline with your peers and get feedback from them.

2. Obtain a sample of a pupil’s written work. Correct the work using your own set of correction code. Show your corrections to your peers for comments.

Reference

Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar Bakti

16

Writing correction code

This is a common tool to optimise learning opportunites from mistakes leaners make in written homework and to encourage the editing stages of process writing. You show the learners where the mistakes are and then they try to correct them as a second stage to the initial writing task.

Procedure

1. Set your writing task. Ask learners to double-space or leave a clear margin.

http://www.teachingenglish.org.uk/activities/writing-correction-code

Documents

Writing (TSL 3073) Lecture W11