WRITING

INSTRUCTION
Instructor : Professor Mavis Shang
Presenter
Dennis Chang-9610001M
Rich Cheng 9610003M

FUNCTIONAL TASKS FOR

MASTERING THE MECHANICS
OF WRITING AND
GOING JUST BEYOND

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
INTRODUCTION

Opening

Grice (1975)

Brief Introduction to This Chapter

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

What Do We Teach?
- Definition of Mechanics

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

What Do We Teach?
- The English Consonants
The sounds of consonant letters should depend on the environment in
which they occur.

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

What Do We Teach?
- The English Consonants

Ex: c /k/ & /s/

c + a, o, u, l, r /k/ : cat, coach, cup, clock, crab
c + e, i /s/ : cell, city
c + h /7/ : chair
c + k /k/ (in the middle or at the end of words) : chicken, luck

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY 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 /7/ : chair
sh /S/ : shirt
th /8/ : theater

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

What Do We Teach?
- The English Consonants
1) When we teach consonants letters and sound correspondences, we
just need to focus on the difference.
2) Students from different writing systems need countries need special
writing exercises, such as, Japan, Korea, Thailand and so forth.
(see Appendix A)

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
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)
b) CV or CVCe (known as the environment for long vowels)

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

What Do We Teach?
- The English Vowels
1) 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.
2) However, the same 5 vowels in the CVCe environment occur with
tense and diphthongized, such as, pane, Pete, pine, rope, and cute.

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

What Do We Teach?
- 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

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

What Do We Teach?
- Polysyllabic Words
1) They also can apply the same rule to any polysyllabic verb.

Ex: begin beginning

2) However, if the final syllable is not stressed, it doesnt need letters

doubling.
Ex: open opening

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

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

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

How Do We Teach Mechanics?

- Types of Recognition Tasks:
1) Matching task
2) Writing task
3) Meaningful sound-spelling correspondence practice

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
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)

Functional Tasks for Mastering the

Mechanics of Writing and Going Just Beyond

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

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)

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
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

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

More Advanced Writing Tasks: Developing Basic Communication Tools

- Considerations of Teaching Advanced Learners
1) Task description
3) Audience description
5) Linguistic cues

2) Content description
4) Format cues
6) Spelling and punctuation cues

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

Practical Writing Tasks

- These tasks are procedural in nature and have a predictable
format (e.g. list).
- Lists can be many types.

Ex: Things to do list, Things completed and Shopping list

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

Practical Writing Tasks

- Things to Do List
It is useful to practice verb base forms.

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

Practical Writing Tasks

- Things to Do List

Ex: a list for a group of students who are preparing a surprise birthday party
Things to do
1. buy a present for Donna (Sharon) 2. Call Donnas friends (Gail)
3. Write invitations (Dan)
etc

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

Practical Writing Tasks

- Things Completed List
It is useful to practice past forms of verbs for students.
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

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

Practical Writing Tasks

- Things Completed List
It is useful to practice past forms of verbs for students.

Ex:
Things completed
1. planned the games for the party
3. bought the present
5. tried to call Donnas mother

2. wrote the invitation

4. called the friends
etc

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

Practical Writing Tasks

- 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/ : cups
2) /z/: when the end of the word is voiced, we read /z/ : pencils
3) /Ez/: when the ends of the word are s, sh, ch, x, o, we pronounce /Ez/ : watches

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

Emotive Writing Tasks

Emotive writing task is a personal writing activity which includes letters to friends, narratives describing personal experiences,
personal journals or diaries.
1) Letter Writing
2) Personal Experience
3) Journals and Diaries

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
COPING WITH THE MECHANICS

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.

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
EARLY WRITING TASKS:
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)

Functional Tasks for Mastering the Mechanics of

Writing and Going Just Beyond
CONCLUSION

Objective of This Part

Advantages of Writing

Considerations for
Teaching an ESL / EFL
Writing Course

Steps for Teaching Composition

Called Product Approach

Principles of rhetoric and organization
rules for writing
A text for classroom discussion, analysis
Writing assignment
Read, comment on, and criticize papers

Process Approach
vs. Product Approach
Focus on general academic writing, personal
writing (content course)
A cyclical approach
1.) drafting
2.) receiving feedback ( from peer or teacher)

The Writing Curriculum

Placement Considerations

Establishing Curriculum Principles

Placement considerations
To sort students into levels of writing proficiency
(homogeneous)
Prerequisite for curriculum planning
(materials and methodologies)
Placement test
1.) produce one or more writing samples
2.) TOEFL Test for Written English /
100-point ESL English Composition Profile
3.) multiple-choice grammar tests ()

Establishing Curriculum Principles

Based on skill levels
For beginning or intermediate-level
1.) the imitation of models
2.) short texts
3.) self-expression
For intermediate and advanced
1.) creation of self-generated texts

ESL / EFL Writing Class

As a workshop to learn to produce

academic essays through mastering
techniques for
getting started generating ideas
drafting papers anticipating revising
utilizing feedback

The Writing Class

Syllabus Design
Techniques for Getting Started
Using Readings in the Writing Class
Writing Assignments
Responding
Goal-Setting
Shaping Feedback
Forms of Feedback
Error Correction

Syllabus Design

Take into account curricular goals and the

particular students
1.) How much writing
2.) What the timelines
3.) What composing process
4.) What grammar and syntax
5.) What constitute progress
6.) How much readings
7.) How to grade

Techniques for Getting Started

Brainstorming
sharing their collective knowledge for their first
drafts
Listing
individual activity / produce as lengthy a list as possible
Clustering
a key word or central idea
Freewriting (speed writing)
write without taking the pen from the page /
provide an opening clause or sentence

Using Readings in the Writing Class

Models of what English texts look like

Input that helps students develop
awareness of English prose style
Attention to particular stylistic choices,
grammar features
Develop and refine genre awareness
Practice skills as summarizing,
paraphrasing, interpreting, and synthesizing

Writing Assignments
Refered to as a Life Cycle
1.) Let students know the context and reasons
2.) Content be accessible and allow for multiple
approaches
3.) Be un-ambiguous and comprehensible
4.) Further knowledge of content and skills
5.) Rhetorical cues for format of finished assignments
6.) Let students know how their output will be judged

Responding

What general goals

What specific goals on a particular piece of
writing
What stage
What form
Who should provide
What students do

Goal-Setting
Teacher
1.) implementing a variety of response types
2.) training students to maximize feedback
on future writing occasions
Student
1.) make the best use of commentary

Shaping Feedback

First draft
marginal and end comments

Second draft
further examined the second draft papers

Students should process and work with a teachers

comments

Forms of Feedback
Embrace the value of Collaborative Learning
Oral Teacher Feedback
1.) uncover potential misunderstanding
2.) learn more in the one-to-one exchange
3.)submit a cassette tape with each draft
Peer Response
1.) gain a sense of audience
2.) put students together in groups
3.) must be modeled, taught, and controlled

Way to Guide Peer Response

Provide a short list of directed questions
Particular rhetorical feature discussed in class
Trained by reviewing an essay written by a students
in a previous class
More complex and varied questions
ex: What is the main purpose of this paper?
What have you found particularly effect in
the paper

Maximize the Value of the Feedback

Provide practice in the valuable skill of text

analysis
Written responses as the basis for oral
discussion between reader and writer
Focus not only grammar but training and
instruction
Different cultures and participants

Error Correction

Grammar and editing feedback as well as

instruction
Writing course is not a grammar course
Work on eliminate grammar and stylistic
infelicities
Decide WHEN, WHO, WHICH, and HOW
to correct

How to Call Students attention to errors

Point out specific errors by using a mark

Correct by writing in the corrected form
Label specific errors
Indicate the presence of error but not the
precise location
Ignore specific errors

GRAMMAR IN WRITING

Grammar in Writing
INTRODUCTION

Barbara Hawkins
Doughty and Williams (1998)
Hillocks (1986)
Krashen (1982)
Jan Frodesen (2001)
the Importance of Grammar Instruction

Grammar in Writing
GENERAL GUIDELINES FOR INTEGRATING
GRAMMAR IN WRITING INSTUCTION

Learner Variables
- Celce-Murcia (1985)
- Ferris and Hedgcock (1998)
- Reid (1998)
- Native Speakers versus EFL Students

Grammar in Writing
GENERAL GUIDELINES FOR INTEGRATING
GRAMMAR IN WRITING INSTUCTION

Learner Variables
- Native Speakers versus EFL Students

Ex: 1) unable to explain Gr. rules able to explain Gr. rules

2) acquire English by ear learn English in classroom
3) unfamiliar with Gr. terminologies familiar with Gr. terminologies

Grammar in Writing
GENERAL GUIDELINES FOR INTEGRATING
GRAMMAR IN WRITING INSTUCTION

Learner Variables
- Celce-Murcia (1985)
- Ferris and Hedgcock (1998)
- Reid (1998)
- Native Speakers versus EFL Students
- Error Avoidance

Grammar in Writing
GENERAL GUIDELINES FOR INTEGRATING
GRAMMAR IN WRITING INSTUCTION

Situational Variables
- Celce-Murcia (1985)
- Little (1994)
- Gr. in different objectives of classes
- Gr. in different kinds of writing

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Analysis
- learn how to use different kinds of grammatical features and
grammatical systems
Advantages:
1) help learners get familiar with prescriptive grammar rules
2) help learners realize implicit knowledge of grammar

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Analysis
- Considerations for Selecting Grammar Points and Materials for
Text Analysis
1) depends on course objective to select materials
2) learn to write from reading - Holten (1997)
3) supplementary texts

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Analysis
- Considerations for Selecting Grammar Points and Materials for
Text Analysis
Six considerations for selecting texts and grammatical points for analysis
1) be appropriate for students developmental stages
2) reflect students writing needs for the course
3) be sources of text analysis on assigned course readings
4) be generally kept brief on the lessons
5) enhance the texts by underlining or bolding certain elements
6) follow text analysis on productive tasks

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Sample Text Analysis Lessons

- That and zero-that clauses
- Tense and Time Frame Shifts
- Demonstrative Reference

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Sample Text Analysis Lessons

- That and zero-that clauses
to help learners identify clauses in which that can be deleted optionally
before a complement clause

Ex: 1) Margaret thinks shes smarter than we are just because shes smarter than we are.
2) I know Im no longer young and pretty
3) But I guarantee it wont happen again.
4) It makes me feel good to know I might help save someone.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Sample Text Analysis Lessons

- Tense and Time Frame Shifts
EFL writers are often confused about the verb tense shifts; therefore, the
writing teachers should review the reasons why we need to shift verb
tenses and time frames.

Ex: Tense : from present to present perfect

Time Frames : from present to past

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Sample Text Analysis Lessons

- Demonstrative Reference
The teachers give a text that has examples of both this used in pronoun
reference and this used in noun reference.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Guided Writing Activities

- Guided writings focus students attention on language features that
are difficult to them.
- They encourage learners to expand their linguistic resources
through eliciting exercises of grammatical structures.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Learners have to rewrite passage or short texts.

Ex: 1) present time frame past time frame

2) direct speech indirect speech

- Celce-Murcia and Hilles (1998)

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Revision and Editing Focused Exercises
- Sentence Combining
- Guided Paraphrase
- Text Elicitation
- Dictation
- Text Completion

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Revision and Editing Focused Exercises
The purpose of the exercise is to address learners grammar problems
with the focus of the particular grammatical structure.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Revision and Editing Focused Exercises

Ex: We tested velocity by placing a green trace dye on the surface of the lot, at a
measured point. After each run we estimated the vegetation cover using a five-point
pin frame. We placed the pin frame in 20 places on the plot, moving downward.
Rewritten into Passive Voice:
Velocity was tested by placing a green trace dye on the surface of the plot, at a
measured point. After each run, the vegetation cover was estimated using a five-point
pin frame. The pin frame was placed on the plot, moving downward.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Sentence Combining
1) Mellon (1969)
2) This technique was to develop syntactic fluency which involved the
kernel sentence combining.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Sentence Combining

Ex: The man was old.

The man had gray hair.
The man walked down the street.
The man walked slowly.
Combined Sentence:
The old, gray-haired man walked slowly down the street.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Sentence Combining
1) Mellon (1969)
2) This technique was to develop syntactic fluency which involved the
kernel sentence combining.
3) De Beaugrande (1985)
4) Draft revision is one of the most useful applications of sentence
combining for advanced ESL learners which can achieve a better flow
of information through clearer connections between ideas.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Sentence Combining

Ex:
Written by Developing Writer
Oliver Sack is a neurologist. He wrote the article Brilliant Light: A Chemical
Boyhood. In this article, he describes how his Uncle Tungsten influenced his love
of science.
Written by Experienced Writer
In Brilliant Light: A Chemical Boyhood, neurologist Oliver Sacks describes how his
Uncle Tungsten influenced his love of science.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Guided Paraphrase
The developing of paraphrasing is one of the most important skills in
academic writing which can support students claims and develop their
ideas.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Guided Paraphrase

Ex: 1) Original: People trying to interpret a situation often look at those around them to
see how to react. (base reactions on )
Rewrite: People trying to interpret a situation often base their reactions on those
around them.
2) Original: Even if a person defines an event as an emergency.....(decides)
Rewrite: Even if a person decides that an event is an emergency......

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Text Elicitation
The writing teacher can give a topic or writing objective and a
grammatical structure or structure for students practice.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Text Elicitation

Ex: Text
In many U.S. towns, the opening of large retail chain stores known as superstores has
made it difficult for the local small business to keep customers.
However, some of these local businesses are now successfully using the Web to
increase sales and improve customer service.
Conditional Sentences
If customers shop at chain superstores instead of their local businesses, the local stores may
have to close.
Unless small businesses find new ways to attract customers, such as advertising on the Web,
they may no be able to compete with superstores.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Text Elicitation
1) In this exercise, surveys, graphs and research articles related to the
writing topic are good sources for eliciting summaries.
2) It can help students diagnose their structural problems, develop
syntactic complexity and provide strategies for organizing and
displaying information.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Dictation
1) Dictation is a good way to help students understand the collocations
between grammar and vocabulary.
2) three procedures in dictation

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Text Completion
three types of text completion
1) Cloze passage
2) Gapped text
3) the third type

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Text Completion

Ex: Cloze
__1__ pollution may be defined as __2__ deterioration of __3__ everyday lifes
natural resources. __4__ pollution is __5__ global problem that has affected __6__
quality of __7__ water we drink, __8__ air we breathe and __9__ land we use.
__10__ scientific solutions to overcome __11__ problem have increased __12__
destruction.

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Text Completion

Ex: Gapped Text

passive, progressive aspect, present perfect, comparatives, superlatives, phrasal verbs

Grammar in Writing
ACTIVITIES FOR INCORPORATING GRAMMAR
INTO WRITING INSTRUCTION

Text Conversion
- Text Completion

Ex: Third Type

Climatologists have predicted that the continual warming of the earths surface,
commonly known as the greenhouse effect, could have dramatic consequences.
1. (a) The melting of the polar ice caps could be one result.
(b) One result could be the melting of the polar ice caps.
2. (a) This melting would, in turn, cause a rise of the sea level.
(b) A rise of the sea level would, in turn, be caused by this melting.

Grammar in Writing
ERROR DIAGNOSIS AND CORRECTION

Error Detection and Correction Exercises

- The First Type
The students are told how many errors there are with different types of
errors.

Ex: The text below has the following errors: 1 preposition, 1 verb tense, 1 subject-verb agreement,
1 missing article.

This paper report on survey about values. Our English class take the survey last week
in UCLA.

Grammar in Writing
ERROR DIAGNOSIS AND CORRECTION

Error Detection and Correction Exercises

- The Second Type
Students are given a text with numbered lines and they are told all of the
line numbers have a certain type of error.

Ex: Identify and correct all of the verb form errors in the following text. Use the guide
below to find the errors.
1. The Olympics were hold in Sydney, Australia
2. in 2000. Athletes from all over the world partici3. pated. The Olympics have inspire many young
4. people to excel in athletics.

Grammar in Writing
ERROR DIAGNOSIS AND CORRECTION

Error Detection and Correction Exercises

- The Third Type
It is using sentences that students wrote as the material to focus on one
error type.

Grammar in Writing
ERROR DIAGNOSIS AND CORRECTION

Editing Strategies and Techniques

- four kinds of techniques
1) Read-Aloud Technique
2) Pointing to Words
3) Slow-Down Techniques
4) Word Processing Grammar Checkers

Grammar in Writing
ERROR DIAGNOSIS AND CORRECTION

Teacher Feedback on Errors

- four guidelines and suggestions for providing feedbacks
1) underlining or highlighting errors
2) major errors
3) frequent errors
4) mini-conference

Grammar in Writing
CONCLUSTION

An Overview of This Chapter

WRITING

Writing Convention
Handwriting
different orthography
Spelling
1.) Difficult : the sound of a word and the
way it is spelt
EX: paw, poor, pore, pour, daughter
EX: or, word, information, worry
2.) Not all varieties of English spell the same
words in the same way
EX: color / colour, theater / theatre
3.) Layout and punctuation

Help Students Improve Spelling

Attention to the common spelling of the

phonemes
Look at different ways of pronouncing the
same letters
Exercises to discover spelling rules
Through reading, especially extensively
Attention to spelling problems and explain

Approaches to Student Writing

Deciding whether we focus process or

product
Whether students study different writing
genres
Whether we encourage creative writing
How the computer can be

Process and Product

Pre-writing Editing Redrafting Publishing
Process Writing
1.) drafting
2.) structuring
3.) reviewing
4.) focusing
5.) generating ideas and evaluation

Writing and Genre

Let them look at typical models
Consider different factors
1.) knowledge of the topic
2.) the conventions and style of the genre
3.) the context in which their writing will be
read, and by whom

Creating Writing
Imaginative tasks such as writing poetry, stories,
and plays
1.) some kind of achievement
2.) feel pride and want it to be read
Appropriate reader audience
1.) put writings up on a class noticeboard
2.) copy it in class magazines
3.) set up a web sites

Writing as a Cooperative Activity

Give more detailed and constructive feedback
Be broader than an individual's normally was
Work well with both process and genre-based
approaches
1.) reviewing and evaluation are enhanced
2.) the generation of ideas is more lively
3.) create genre-specific texts successfully

Using the Computer

Removes the problem of poor handwriting

Allow the computer user to edit his or her
material at great speed
Ease the task of achieving correct spelling
Working in groups, more visible to students
Enhancing the participation
Get students to write e-mails

The Role of the Teacher

Motivator

Resource

Feedback provider

Writing Applications

Activity 1: Pauls business trip

Practice basic punctuation such as capital
letters, comma, apostrophes and full stops
Pre-writing
During-writing
Post-writing

Activity 2: The genre analyser

Write reviews of plays, concerts, or films
Pre-writing
During-writing
Post-writing

Activity 3: A poem
Memorize one sentence of a poem and
dictate it to each other
Pre-writing
During-writing
Post-writing

Activity 4:Julias story

Write the next sentence in Julias story
which has just passed to them
Pre-writing
During-writing
Post-writing

Thank you for your attention!!