General principles for teaching writing

13 de marzo de 2013

APROACHES Focus on accuracy Noticing mistakes and correct them. Depends on students levels. Focus on fluency Choose want they want to write. Free writing without pay attention to mistakes. Focus on text Write paragraphs: structureorganization text. Focus on purpose Give them motivation/purpose. Show them examples.

STATE OF THE ART

ROLE OF GUIDANCE Teachers choose the material. Using diagrams. Using different kind of a text based on their needs. Acts _Real words adapt them. Explain- why they will write. Use appropriate text of writing. Use free writing. Monitor them,

THE NEEDS OF LEARNERS Teach learners how to write. Provide adequate and relevant experience or writing language. Teacher show different kind of text. Affective different techniques. Teach them about the world. Teach them to link with other skills. Using different techniques. Give them support.

Students use the skills listening. Tools models to learn. The structural process. Sharing writing in pairs or groups. Read- helpful toolinteracting text. - Focus on the structure of a text. - Practice. - production

Writing in early stages

Introduction

4.1 The main futures of the writing program.

4.1.2 The role of teacher

4.1.3 The organization of the writing work. 4.2 copyng as a writing activiy Meaningful copying

Other copying activities

Leaners know the importance of wriing that is also for communication. Techer will selected the material and make writing activites more interesting, and more effective for early satges. - Writing activites should satisfy immediate needs. - Writing activities should also give the learners opportunities to cuminicate trough writing and, eqully important, simply to enjoy writing. Decide how to present the activities to the class. Preprare stduents orally Decide how to writing task should be carried out. Decide on correction procedures How to carry some kind of activites and let them know the purpose of the activity. Strudnets will make their own copies in a special notebook. Use some reference list to help students with some vocabulary. Studdents will identify some items according to the order , section, and alphabetical order. Putting alist of words in alphabetical order. Putting a list of words in their correct sequence. Put words in categoire. Doing puzzles. Play bingo. This kind of activites are most for early stages, they make a dialogue with their own ideas. The first writte using a model tex, and then they write alone with their own ideas about their country. Sometimes this kind of activites can result difificlut for some students , but teaches will dictate to them a short paragraph the idea is not to make them frustrated.

4.3 Reinforcement activities Dialogue writing Parallel writing

Students will complete a dialogue filling in the blanks Students will use a model text to fill in the blanks.

dictation

Also students will fill in the blank according what they heard.

4.4 sentence linking activities

Students beging to combine sentences o strucuture usuing some linking devises.

Co-ordinators conjuntions Sequences linkers 4.5 comunication activities

4.6 writing for fun

This activity will help students to connect some sentneces using some conectors, students will create some sentences by their own using conectors. They will match some sentences using the coordinators. Also they will fill a text using the conjunction. Also they will fill in the blank from some texts. They will use some linkers to fill some blank letter o Students will write some sentences and will pass to each other, they will use some items such: First, after that, then, etc, to interact the communication to each other. Thera many types of activities where students can writte jus for fun; for example: puzzles, writing questionaries, writing mysteries stories. They will be familiar to writte some sentences in order to interpretate some mesajes or just to communicate.

4.7 writing in class

CONTENT FOR WRITING THE USE OF TEXTS

The text content Some activities that will cover this chapter is about comprehsion ctivities, since this can also a useful and effective way of providing writing practice. Some activities can be Noteking and sumarizaing. Comprehension exercises on a text are well-established way of providing writing practice of varios kinds. Many such exercises can be done orally: for example questions on atext, deciding whether stamen are false or true. And also choose a certain kinds of wiritng depending of a students response. Teacher will give a sentnces that students will use to write a paragraph, and they will link thoses sentences with appropriate words and prhases. Students will ask to take notes with no soecifc purpose. And addition students wil be able identify key items form a text. Studdnts will write a complte and short version of text. Students should be taught trgout meaniful activitites. Personal activities that requires self-descrpitive. Identify key words such as a nouns, verbs,pronouns, etc. also students will identify a main ideas froam a text. Producing a shortened verion that has been read or heard. Factors that teacher will to consider for their students when a writing a paragraph: space at disposal, purpose, concissness. Also teacher will give them a number of sentnces rather than just words.

Comprehension activities

Guided summary writing

Note taking sumarizing

Note taking sumarizing

CONTEXT FOR WRITING: THE USE OF VISUAL MATERIAL

Some general considerations. Visual materials offers an attractive and stimulating framework for writing practice, and on other hand visual materials are considers some kind of fun activity were students can write some shorts paragraphs, and it is considers most for early stages.

Types of visual materials The use and abuse of visual materials

The role of the teacher

a) Pictorial: this category includes single and picture sequences. b) Plans, maps, diagrams,etc. The special advantages of this is that we can use same piece of material at diferent levels, and also for diferent types of writing. On other hand, the fact that visual materials is openended has it dangers such as : mental translation, incorrect expresions ans some erros are not consider. -Identify and define an apropiate writing task which relates to the theme of the visual material-identify the language which the learner will need in order to carry out the task. -Decide how to prepare the learners for the writing task.

The use of visual material: some examples..

Using map to practice paragraph construction

visual sequence for the production of dialogues

other uses for visual sequences

In this activyti students will link some sentnences, that contain a piece of information about the places shown on the map. where the dialogues are implicit in the situations, so students have to interpreter rather than describe. -students will say what the picture is about. alternative, the dialogue may be cued by providing the first line of the exchange. speculation, roleplay and dramatization, discussion some key writing will be: notes, dairy entries, role descirptions, letter writing, reports, etc.
Teachers will show the first and the last picture and students will fill in what happened in between. note: if for any reason teacher cannot use incomplete sequences , teachers will ask the student to continue the story.

techniques for presenting visual sequences

using visual material for report writing

using diagrammatic materials

other visual materials for writing activities.

writing for fun.

students will work on a single picture and they will write tasks according to tier predictions . teachers can listed some words on the board to help students to describe their stories. this actvies are more for early stages, students will have a free writer acctvities such as writing letter to advise someone how to get to their houses o to the teahcher houses. This activyt may be done by asking questions such as: how many parts does the town fall into?where are they? what are they? Etc. teacher have to consider some ads for their students, because there is a wide varity of them. And students response well at them. Teacher will make some ads such as jobs accommodation, things for sale, holidays, language school, food , car and clothes. prgrames . for example; for cienmas, theatres, festivals, tv and radio. Sostudents will have wide information for writing some fun letters. menus: this can be done oral interaction and also this acivity can stimulate a writing activity. there are a lt of visual material that are suggested for stdunts in order to writn some fun stories , seceunces stories or jus some fun letter, and all this activies involved a lot of pictures showing to make a progress in students writing. some acivities are: picture linking, lost and found, desert island messages, life stories, etc.

CONTENT FOR WRITING

COMPREHENSION ACTIVITIES

GUIDED SUMARY WRITING EXAMPLE:

NOTETAKING

Sumarizing prodicing a shortened version THAT

Prividing writing example: exercises orally give sentences that is going to be use in the sumary.

has been read or heard

factors to be consider: - space at disposal -purpose

to examine the main points conecting with

Personal activity that requires self-descriptive

words and phrases

Demostration -complete and short version.

Students are given a text. Students read the text. Students need to write a sumary answering some questions about the reading.

-key words (nouns. verbs, pronouns, etc) identify main ideas

UNIT 2 WRITING
1. 2. 3. 4. 5. What is writing? Are words to communicate something It is a way to express your ideas. What is academic writing? Is to write formally. Write real information on a paper is also to write arguments fact. What strategies do I need to teach my student to learn how to write? Taking notes, Brainstorm, summarizing, drafting, etc. What is the writing process? Brainstorming- first draft- second draft outlined and final draft. Do you know what activities to teach writing? Make students to write a short paragraph including sentences that have a grammatical structure, also teachers can use for their students tool such as: concept maps, dictation, collaborative/team writing- free writing, Taking notes, and cooperative workHow do I evaluate writing? Checking grammar, sentence structure, clarity, checking coherence, sequence grammar, punctuation, contact, quality, ideas, organization, etc.

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