A troubleshooting guideto prewriting

« I know what I wantto say, but I can’t sayit. »

« I ‘m having trouble with my opening »

« I can’t think of the right word. »

« My ideas seem all mixed up. »

« My draft is tooshort. »

« My writing seemsboring. »

« How do I get myideas fit together ? »

« I don’t know what to write. »

« How do I know whichverb form to use ? »

Word Order game

Rahapprag ticleratropercautotiunnpgitined naplingroctpdu scorpse

ParagraphArticle Report

PunctuationEditing

Planning

Product Process

What motivates students to

write ?

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Catégorie 1

Série 1

Série 2

Série 3

Serie 4

Serie 5

Serie 6

90 % of the

students do some

kind of writing

outside of school.

72 % of the students

text and e-mail their

friends.

46 % of femal

students write in

journals.

45 % of students

writes stories.

42 % of students

use a computer

when they write at

home.

27 % of students

write poetry.

Process vs Product Approach

« Give a man a fish

and you feed him

for a day. Teach a

man to fish and you

feed him for a

lifetime. »

The product is somethingtangible that you getafter going through a process.

In your groups discuss

the difference between a

process and a product

approach to writing

Process writing Product writing

text as a resource for

comparison

ideas as starting point

more than one draft

more global, focus on

purpose, theme, text type,

i.e., reader is emphasised

collaborative

emphasis on creative

process

imitate model text

organisation of ideas more

important than ideas

themselves

one draft

features highlighted

including controlled practice

of those features

individual

emphasis on end product

Common problems

solved by using

writing process.

1- Students don’t

know how to get

started :

No problem, just introduce

them to Pre- Writing

activities like brainstorming,

webbing, mapping,

freewriting, or listing.

2- Students don’t

write because they

are afraid of making

errors

Tell students they will

have a chance to

make corrections

during the Editing

stage.

3- Low productivity;

students don’t write

very much:

Pre-Writing activities like

free writing increase fluidity

of expression; the

knowledge that things can

be changed during revising,

frees students up to

experiment.

4- No effort in

Revision; no ability to

rethink earlier drafts:

By teaching focused

lessons in specific writing

skills, and showing

students how to use the

Six Traits criteria, young

writers become interested

in and committed to

serious revision.

5- Sloppy work ; no

attention to detail in final

drafts

By reserving a special stage for

Publishing, and creating

authentic publishing

opportunities for your students

to publish their work, you can

show them how important this

aspect of writing really is, and

you can give them specific

lessons in how to go about it.

“ Mysterious disappearance

of an english teacher.”

* headlines

* Overview of crime

* Details of crime

* What the police are doing /

have done

* Description of suspects

* Appeal for witness

The editor’s checklist.

- Is there any necessary information missing ?- Are the paragraphs in logical order ?- Is there any unnecessary information ?- Are there any part that you can’tunderstand ?- Is there a repetition of the same words ?- Do all the verbs agree with the subject ?- Have the correct verb forms been used ?- Have all the words been spelt correctly ?- Is the punctuation correct ?

Reflexion on Process Writing lesson.

You just participated in a

process Writing lesson. Look

at the table below and try to

complete each stage with

the activities you did. What

do you think the purpose of

each stage or activity was ?

Stage Activities done Purpose

Prewriting

Drafting

Revising

Editing

PublishingSharing what has been written motivated

students and develops an awareness of writing

for a specific audience.e.g classroom displays of

writing, class newspaper, webpage/submitting

writing to websites.

Stage Activities done Purpose

Prewriting - Prediction

based on

headline

- Questions to

the teacher

- Brainstorm the

order the info

should be in.

-Motivate/attract/

interest

- Help generate

ideas

- focus on product

and requirements

of exam (Where

necessary)

Drafting

Write the

report using

the

information

gained from

your

questions.

-Writing quickly

encourages focus

on content.

-Group work

reduces pressure

on weaker ss and

develops team-

working

collaboration

Revising

Swap reports

and check for

language and

content

errors.

Essential part of writing .-Training for future writing needs-Easier and more motivating to spot mistakes.

Editing

Return docs

to original

writer for

changes.

-Encourage

reflection on

what is right

/wrong and

why

Publishing

Put reports

on wall and ss

choose the

best one.

Sharing what has

been written

motivated students

and develops an

awareness of

writing for a

specific

audience.e.g

classroom displays

of writing, class

newspaper,

webpage/submittin

g writing to

websites.

Advantages (+) and disadvantages (-) of Using a

process Writing Approach.

What would be the advantages

and/or disadvantages of using a

process writing approach to

teaching writing in your

classroom situation ?

Advantages ( + ) Disadvantages ( - )

Advantages ( + )* Increase creativity

* Collaborate preparation for real life

* more fun

* Writing is a multi stage linear processleading to gradual evolution of the text. Pre-writing – writing and re-writing

* less stressful

Disadvantages ( - )

* No collaboration.

* topic, purpose and audience are ignored.

* No creative thinking and innovation

* In 1960s Product approach Focus is on usage and grammar. Topic sentence, paragraphingand rhetorical patterns of moulding the text.

In Egypt, you stand by the road and youshout the name of the place you want to go to. If the driver wants to take you there, he’llstop. Then supposing you’d shouted‘Zamalek’, the driver would say ‘Feyn fi Zamalek ?’ which means, ‘ Where in Zamalek ?’ You tell him, and then he quotesyou a price. And the driver will quite happilypick up other people during the journey soyou can end up sharing a taxi with a family of five and a couple of chickens. It’s such a greatexperience.

London’s famous for black cabs and I love them. They ‘re so comfortable, but the drivers can be fast and aggressive, soyou hold on because you think they’regoing to crash ! But they have suchinteresting stories about famous people they’ve driven, and about differentparts of London, that you don’t want to get out at the end of the journey ! And they seem to have an opinion on everysubject in the news.

In Thailand, taxis are called tuk-tuks. The tuk-tukdrivers come speeding up to you in the street, shouting ‘tuk-tuk, tuk-tuk !’ The taxis are quite lowto the ground, and the top is covered, but the sidesare open to let in some fresh air, and you reallyneed it, because it’s so hot that you partically stick to the plastic seats, dripping in your own sweat. But the tuk-tuks are pretty cheap and they’re quiteconvenient. They go anywhere you want to go, and often act as a tour guide on the way, suggestinggood things to see and good places to eat.

Egypt London Thailand

Cost

Comfort

Enjoyment

What are Taxis like in Algeria ? Do they have some similarities with the previous ones.Write few lines describing taxis in your country.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

THANK YOU