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1.0 SYNOPSIS
Topic 1 introduces you to the key concepts and issues related to the nature and purpose
of writing. It also provides you with information on the different types of writing as well
as the background knowledge (prerequisites) a writer needs to have before embarking
on his/her own writing.
1.2 FRAMEWORK
Nature and Purpose of Writing
Definition of
writing
Purposes of
writing
Types of
writing
Prerequisites
to writing
1.3
What is Writing?
Writing is a system of letters (for example a, b, c, .z) used in interpersonal
communication. Most times, writing is done on flat surfaces such as paper, cloth
or stone slabs.
Writings communicate to us news and information which are vital at all levels of
lives. Such communication comes in various forms such as newspapers,
advertisments, bills, notices or letters.
Writing is usually learned through systematic instruction, example in schools or a
child is taught to write by his/her parent.
1.4
Why do we write?
1.4.1 We write for a variety of reasons, among which are the following:
1.5
1.5.2
Descriptive Writing
Example :
The first reason why people shouldnt watch too much television is
because the content of many TV programmes is not educational.
Nowadays, we can see movies, series, and shows that present
scenes of violence, sex, and drugs .
1.6
Prerequisites to writing
Before a writer begins to write, there are certain prior information or background
knowledge he/she would need to have. Among these are :
1.6.4 Language
5
Tutorial Task
Source for information related to What a writer needs to know (prerequisites to
writing). Compile your information into the following categories:
Conventions
Thinking Skills
Organisational Skills
Value Systems
Mechanics
The Writing Process
References
Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Britton, J., Burgess, A., Martin, N., McLeod A., & Rosen, R. (1975). The
development of writing abilities, 11-18. London: Macmillan Education.
2.0 SYNOPSIS
Topic 2 introduces you to the developmental stages of writing which are writing
readiness, early writing and developmental writing. Each stage provides you with
explanations, examples and basic principles of teaching.
2.2 FRAMEWORK
Developmental Stages of Writing
Writing
readiness
2.3
Early
writing
Developmental
writing
Writing Readiness
Writing readiness refers to a stage in a childs early life where he displays signs
of wanting to put his thoughts or ideas into visual forms. These visual forms may
initially look like doodles,squiggles, crooked lines or even drawings of stick
figures. All these are representations of a childs:
knowledge
a realisation that he can put his thoughts into words which greatly
increases his growing knowledge of the world around him
interest
beginning to discover the interesting fact that writing is another form of
communication
visual readiness
beginning to recognise shapes and numbers as well as distinguish letters
in the alphabet
visual memory
beginning to recognise one or two syllable words (cat, rabbit)
Many preschool activities that just seem like fun are actually building fine
motor skills and eye/hand coordination. Here are 10 examples of activities:
* Working with
Puzzles
*Stringing beads
* Finger painting
* Cutting with
scissors
* Drawing
* Matching shapes
*Threading sewing
cards
Source : http://voices.yahoo.com/writing-readiness-getting-preschooler-ready-for5754960.html
2.3.1 Penmanship
Penmanship is the technique of writing with the hand using a writing
instrument (pencil, pen, crayon, brush). It is crucial that children are taught
the skills of penmanship despite the fact, that computer-printed documents
have greatly reduced the need for handwitten work.
New technology has definitely replaced the need for as much
handwritten work, so handwritting has suffered. However, there
will always be a need for a certain amount of handwritten work,
such as writing essays during examinations , filling in forms or
taking notes. Hence, its critical to develop good penship.
Source
http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-ofLetter :formation
often is the root of students handwritting
penmanship-by-todays/
Source : http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-ofpenmanship-by-todays/
2.4
Early Writing
During this stage of writing, a child begins to develop basic understanding of the
mechanics of writing.
Effective writing requires a sound understanding of the mechanics of good
writing. A useful analogy in thinking about the mechanics of writing is that of
driving a car. Important information includes
enourage the desire to put their thoughts into writing for example,
a child writes a simple poem expressing his sadness that the local
council has cut down his favourite tree in the park
read to children
-
11
2.5
Developmental Writing
12
During this stage of writing, a child progresses into a deeper understanding of the
mechanics of writing which includes the following:
spelling
grammar
text organisation and cohesion
2.5.1 Spelling
When teaching spelling, the teacher should focus on :
2.5.2 Grammar
13
Teaching children English grammar can be a daunting task for two main
reasons. First, there are so many nuances of the langauge for children
to learn. Second, learning all these rules can be boring. However,
teaching English grammar can be done in an engaging way.
Here are some ideas:
1. Expose your students to the proper use of English grammar.
Children will internally develop grammar rules on their own through
exposure to the language. Its your responsibility as the teacher to
provide this exposure. This means always modelling proper
grammar in your speech and writing. If you dont want your
students to make errors in subject-verb agreement, dont make
these errors yourself. Also, get your students reading as much as
possible. Good writers do a lot of reading.
14
choronological
order of importance
sequence/process writing
15
spatial/descriptive writing
TUTORIAL
1.
2.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti.
3.0 SYNOPSIS
Topic 3 introduces you to several techniques of teaching writing. Be aware that there
are no correct or best way of teaching writing. Your choice of technique depends on
a combination of factors such as learners cognitive/proficiency levels, classroom
environment or learning outcomes. We encourage you to try out the techniques
suggested in this topic and of course, adapt if the need arises.
3.2 FRAMEWORK
Approaches to Teaching
Writing
Product
Approach
3.3
Process
Approach
Genre
Approach
17
Stage 1
Model texts are read, and then features of the genre are highlighted.
For example, if studying a formal letter, students' attention may be
drawn to the importance of paragraphing and the language used to
make formal requests. If studying a story, the focus may be on the
techniques used to make the story interesting, and students focus on
where and how the writer employs these techniques.
Stage 2
This consists of controlled practice of the highlighted features, usually
in isolation. So if students are studying a formal letter, they may be
asked to practise the language used to make formal requests,
practising the 'I would be grateful if you would' structure.
Stage 3
Organisation of ideas. This stage is very important. Those who favour
this approach believe that the organisation of ideas is more important
than the ideas themselves and as important as the control of
language.
Stage 4
The end result of the learning process. Students choose from a
choice of comparable writing tasks. Individually, they use the skills,
structures and vocabulary they have been taught to produce the
product; to show what they can do as fluent and competent users of
the language.
Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
3.4
of what they want to say, discuss this again and then to write a detailed account.
(Kilfoil and der Walt, 1997:252)
The four common stages to this approach are:
Stage 2 (Writing)
Stage 4 (Evaluaton)
Final version of the work is ready.
Students once again exchange and
read each other's work and perhaps
even write a response or reply.
Teacher evaluates students work.
Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
Product Approach
Process Approach
19
one draft
individual
collaborative
Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
3.6
20
3.7
Product Approach
Process Approach
Genre Approach
writing takes
place in a social
situation, and
is a reflection
of a particular
purpose
imitation is one
way in which
people learn.
learners background
knowledge and
experiences contribute to
the development of writing
ability
learning can
happen
consciously
through
imitation and
analysis
active participation of
learners in the process
Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
3.7.2 Weaknesses
21
Product Approach
Process Approach
Genre Approach
process skills of
writing, such as
planning a text
are less
emphasized
learners
knowledge and
experiences are
undervalued;
passive learners
focus on writing as
mere process with the
same set of steps to
follow through,
insufficient importance
to the kind of texts
writers produce and
why such texts are
produced.
Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
3.8
Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
According to Badger and White (2000), adapting the three approaches will give
the teacher an electic approach to teaching writing.
22
3.9
Other considerations
Apart from selecting or adapting from the three approaches, there are other
issues to consider.
23
Source : http://www.teachingenglish.org.uk/articles/approaches-process-writing
Tutorial Task
1. Discuss with your coursemates the approaches you use to teach
writing in your ESL primary classroom.
2. Design a writing project which incorporates the three approaches.
References
Badger, R. & G. White. 2000. A process genre approach to teaching writing. ELT
Journal, 54(2): 153-160.
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Kilfoil & der Walt (1997) Outcomes-based education in the English Second Language
classroom in South Africa. Retrieved from http://www.highbeam.com/doc/1G1172525569.html
TOPIC 3 (Part II) : TECHNIQUES FOR TEACHING WRITING SKILLS
24
3.10 SYNOPSIS
3.12 FRAMEWORK
Techniques in Teaching
WritingSkills
Techniques
using :
- pictures
- readings
- language
skills
- controlled
writing
3.13
Techniques in
teaching:
- practical
writing
- organisation
25
ESL learners should be taught to write for a variety of reasons, which includes
recording personal experiences, expressing ideas without the pressure of faceto-face communication and exploring a particular subject matter.
Here are five common techniques to teach learners to write:
3.14
Divide the class into two groups and supply each group with different pictures.
Set some communicative tasks so that learners are able to convey
information to others.
Provide a picture to each group of learners so that only one member has the
picture. This learner needs to convey what is in the picture with the help of
questions posed by other members in the group
26
fancyhomedesign.com
3.14.1 Description
Get the class to provide words to label the picture. Then they write down
other words and phrases on strips of paper to describe the room, e,g, next
to, on the right, in front of etc., and paste them on the board. Next, teacher
takes away the picture and the strips. Learners write descriptions of the
picture based on memory and exchange with their friends
3.14.2 Description, comparison and contrast
Each group of learners is given a different picture of room layout.
Members of each group then discuss and write a description of the room.
Then each group takes turn to read their description while other
groups( who are given picture of empty room, draw (or paste) furniture in
their room. Then this is followed by discussion of the diferent positions of
furniture.
Teacher prepares role play cards of two persons talking about Alis room.
Learners ,in groups will note down important details from the cards.
Then based on the information, learners discuss and write a paragraph.
3.15.1 Copying
-
Learners are given 3 sentences and they arrange them in order of sense,
and provide reasons
Provide learners with 2 sentences but there is a gap between the
sentences. Learners try to write a sentence that connects the two
sentences
3.15.5 Completion
-
Brainstorming
Guided discussion
Interviews
Skits / hot seat
Dictation
Note taking
Story telling
3.18
Controlled composition
Questions and answers
Guided composition
Sentence combining
Parallel writing
3.19
Fill in forms
Letters
Emails
Lists
Daily notes/ memo/messages
Instructions
Draw outlines
Analysis
Model
Tutorial Task
1.
Select a picture and design a series of writing activities using the one
picture many techniques approach.
2.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
30 Ideas for Teaching Writing. (2003). Retrieved December 13, 2012, from
http://www.nwp.org/cs/public/print/resource/922
31
4.0 SYNOPSIS
Topic 4 provides you with information on selection and adaptation of materials for the
ESL learners.
4.2 FRAMEWORK
Criteria for Selection
and Adaptation
Age and
Maturity
4.3
Learning
Styles
Proficiency
Levels
Exploitabilty
4.4
4.5
Age refers to the number of years a person has lived while a persons
behaviour and cognition are reflected through his maturity level. It is a
common belief that a persons age is proportional to his maturity level,
which is the older you are, the wiser you become. However, this is not
always the case.
In the classroom for example, a teacher is faced with a group of 10 year
olds. The cognition or learning abilities of these pupils range from what is
commonly termed as smart, average and weak. Taking this scenario of a
mixed-ability class, it is crucial that the teacher designs teaching-learning
activities to suit her pupils. This calls for a need to adapt materials suited
for each group.
I think giving weaker students in the class a written task that is too
difficult can do a great deal of damage. They become
discouraged. They feel that English is too difficult for them. They
lose motivation. They lose confidence. Giving stronger students a
task that is too easy is not so damaging I believe but still doesn't
really benefit the student a great deal and may do damage to their
motivation.
35
Aural (auditory-musical)
Physical (kinesthetic)
Logical (mathematical)
Social (interpersonal)
Solitary (intrapersonal)
Source : http://www.ldpride.net/learningstyles.MI.htm
36
Adapting materials to suit our pupils learning styles is one way of ensuring
learners success in the ESL classrooms. Below are a few ideas:
Preproduction
Level 2
Beginning/Production
Level 3
Intermediate
Level 4
Advanced intermediate
Level 5
Advanced
37
Materials have to be adapted to suit these range of learners. For example, the
teacher simplifies the vocabulary of a reading passage to make it more
comprehensible to her less proficient pupils.
Writing tasks are also designed to suit the pupils proficiency levels. Below is an
example of a task designed for pupils of different proficiency levels.
Level 2
Pupils are a given picture series of a road accident. Teacher provides
sentence strips and pupils match the strips to the correct pictures.
Pupils copy the sentences in their worksheet.
Level 3
Pupils are given a picture series of a road accident. Word cues are
provided. Pupils select appropriate words for each picure. Using the
selected words, pupils construcat sentences describing each picture.
Level 4
Pupils are given a picture series of a road accident. In groups, pupils
brainstorm for appropriate words or phrases to describe each picture.
Pupils write about the accident in the form of a narrative essay
Level 5
Pupils are given a composite picture of a road accident. Pupils take
on various roles as depicted in the picture and write an eyewitness
account of the accident.
4.5.4 Exploitability
Exploitability refers to how a selected material can be used to develop the
learners language skills. When an ESL teacher selects a material, there
are various ways to adapt the material to teach different skills in other
words, the original material is exploited in many ways. Below is an
example:
38
The teacher selects the story The Ant and The Dove
The teacher then exploits the story in a number of ways. Here are
some suggestions:
(i) Listen and complete the story
(ii) Retell the story in your own words
(iii) Rewrite the story into a dialogue
(iv) Write a poem based on this story
.
39
Tutorial Task
1. Select a short story and adapt it for an average Year 4 class of
ESL learners. Suggest suitable writing activities based on the story
you have adapted.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
40
5.0 SYNOPSIS
5.2 FRAMEWORK
Assessing Writing Skills
Assessmen
t Strategies
Provide
Feedback
41
5.3
Assessment Strategies
Assessment on writing is imperative in order to gather information for the
purpose of guiding instruction. It is meant to be specific on the pattern to be
observed/addressed. Writing samples should be assessed across a variety of
purposes for writing to give a complete picture of a student's writing performance
across different text structures and genres. It is invaluable to both students, who
can learn from their errors, and teachers, who can check the students' progress
and identify specific problems.
These simple classroom measures can fulfil various functions of assessment
including: identifying strengths and weaknesses, planning instruction, evaluating
instructional activities, giving feedback, monitoring performance, and reporting
progress.
Assessment strategies may depend on the information required by the assessor.
Each strategy offers unique methods and instruments. The key is to understand
their different writing purposes, how they can be structured and categorised, and
finally, what to do with the results. It is not necessary to use all methods possible
within a category, but all categories should be included in an assessment plan.
42
5.4
Feedback
Feedback, like assessment, compares standards and expectations with actual
student performance to evaluate the quality of work. However, the purpose of
feedback differs from that of assessment in that the purpose of feedback is to
highlight those areas of performance which satisfied standards and expectations,
rather than to grade the performance.
It is important that teachers clarify standards and expectations before students
engage in the writing task. By doing so, students will learn how to assess their
own performance in the future. The feedback process provides an opportunity for
teachers and students to engage in meaningful dialogue about what
differentiates successful performance from unsuccessful as they together review
expectations and standards (Fink, 2003)
5.4.1
strategic - not too little, not too much; shaping student development,
step-by-step over time. Students can be challenged without being
overwhelmed.
43
Tutorial Task
1.
Obtain a sample of a pupils written work and study it. Discuss ways to
provide feedback and justify the feedback given.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Fink (2003). A Self-Directed Guide to Designing Courses for Significant Learning
Retrieved from
http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf
Raimes, A. Techniques in Teaching Writing.(1983). Cambridge University Press (p139)
44
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.
6.2 FRAMEWORK
Planning for Teaching Writing
Interpreting the
writing skills in the
syllabus
6.3
Selecting and
preparing activities for
teaching different
levels of writing skills
Grading and
sequencing the writing
lessons according to
level of difficulty
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
6.5
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
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
Tutorial Task
47
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.
48
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.
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
Lesson Planning
6.10
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
6.11
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)
52
6.12
Stage 1: Prewriting
6.12.2
Stage 2: Writing
Learners write the first draft, and make changes as they progress into
the writing stage
6.12.3
Stage 3: Publication
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
54
6.13
6.14
What is genre?
6.14.1
Generating ideas
Focusing ideas
Focus on a model text
Organising ideas
Writing
Peer evaluation
Reviewing
Generating ideas
6.14.2
Focussing ideas
Involves thinking about which of the many ideas generated are the
most important or relevant, and perhaps taking a particular point of
view
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
6.14.3
56
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)
ii)
iii)
iv)
6.14.4
6.14.5
Organising ideas
Writing
57
6.14.6
6.14.7
Peer evaluation
Reviewing
Use
Example
58
WW
Wrong word
WT
Wrong time
WF
Wrong form
WO
Wrong order
SP
Spelling
Punctuation
Extra word
Missing word
RW
Re-write
Source : http://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf
59
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 pupils 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
7.0 SYNOPSIS
Topic 7 deals with designing remedial and enrichment activities for developing writing
skills.
60
7.2 FRAMEWORK
Remedial Activities
7.3
Enrichment Activities
Remedial Activities
Remedial activities are meant to help struggling young learners overcome their
writing difficulties. The instruction for struggling students needs to begin as soon
as difficulties emerge.
It is much harder to help learners if problems are detected later. Learners needs
are different at various stages in their learning and teachers must develop tasks
to accommodate these needs.
61
At the lower proficiency level, frequent, short writing activities can help to build
familiarity and develop a useful, productive vocabulary. The variety and length of
tasks can be extended for intermediate level learners, developing more complex
themes and building a repertoire of strategies for effective writing.
Studies have shown that remedial activities when conducted effectively will
produce the desired results of improving learners writing skills. Here is an
example of such a study:
7.4
Enrichment Activities
Advanced level learners need to develop a greater understanding of genres and
the place of writing in particular discourse communities. They also need to
develop their strategies and establish their own voice in the second language.
Enrichment activities (or extension activities) are meant to inspire the advanced
level learners to further develop their creative inspiration.
Heres a sample of an enrichment activity
62
Tutorial Task
1. Identify a common writing problem among our Malayisan lower primary ESL
learners. Design a remedial activity for these learners.
63
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Bartram, M & Walton, R. (1991). Correction: Mistake Management, A Positive Approach,
Language Teaching Publications.(p94).
TSL 3107
Teaching Writing Skills In The Primary ESL Classroom
December 2012
64