Scribd
Upload
38 views20 pages

Integration

The document discusses various strategies for integrating grammar instruction into writing. It describes the traditional view that grammar has no direct impact on writing ability versus the newer view that grammar is an essential resource for effective communication. Some strategies discussed include guided writing activities, dictation, text elicitation, text conversion exercises, and analyzing elements of literature like plot, point of view, characters, setting, symbols, irony, and theme. The goal is to help students develop syntactic maturity and the ability to consciously apply grammatical concepts to strengthen their writing.

Uploaded by

Lany Bala
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
38 views20 pages

Integration

The document discusses various strategies for integrating grammar instruction into writing. It describes the traditional view that grammar has no direct impact on writing ability versus the newer view that grammar is an essential resource for effective communication. Some strategies discussed include guided writing activities, dictation, text elicitation, text conversion exercises, and analyzing elements of literature like plot, point of view, characters, setting, symbols, irony, and theme. The goal is to help students develop syntactic maturity and the ability to consciously apply grammatical concepts to strengthen their writing.

Uploaded by

Lany Bala
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 20

INTEGRATION OF SKILLS

Role of grammar in writing:


the old view - grammar has no direct bearing on teaching writing; The new view - grammar is seen as an essential resource for writers in acquiring accurate and effective communication; The teaching of grammar is integrated with various writing goal as a prescriptive model and as an aid to convey meaning

Guidelines for integrating grammar into writing instruction:


the old view - grammar has no direct bearing on teaching writing; The new view - grammar is seen as an essential resource for writers in acquiring accurate and effective communication; The teaching of grammar is integrated with various writing goal as a prescriptive model and as an aid to convey meaning

Guided writing
the purpose is to build writers confidence in their ability to use English grammar and syntax and to encourage them to develop syntactic complexity and maturity in their writing; writers normally resort to avoidance strategies in order to avoid construction that might affect their grades; thus hampering their progress in developing syntactic maturity; Grammatical focus should be less emphasis while communication goal be given more emphasis;

Dictation:
helps students to diagnose and correct any incorrect/unidiomatic phrases; however, it is limited to error detection and correction; provide practice in syntactic construction;

Text elicitation:
The purposes are to:
develop syntactic maturity familiarise students grammatically based discourse conventions; provide strategies to organize and display information; focus on diagnosed structural problems;

Text conversion:
text conversion exercise requires students to rewrite or change features of grammatical structure; this kind of exercise is used as controlled composition technique in ALM; used to apply principles of transformation generative grammar; an example of text conversion is sentence combining; Sentence combining is useful in practicing a particular grammatical structure in order to help writers to develop strategies for highlighting key information;

2 common types of text completion:


a. Cloze passage b. Gapped text

these exercises require students to fill in the deleted words/forms; provide an excellent context for discussing possibilities of semantic, syntactic and pragmatic features;

Guided writing activities:


a. editing students will be able to detect and correct their own errors; b. error detection/ correction enable students to identify and correct their own errors; c. read aloud technique to enable students to hear their own error; d. algorithms a step by step process for selfediting; e. teachers correction and feedback on error feedback and correction by teacher to help improve students final draft;

Literature writing:
a. to sharpen critical thinking skills by weighing and recording thoughts on the different components; b. to increase appreciation of the writers craft through frequent reading and writing; c. to induce a sense of self-satisfaction;

Guideline for Writing Literature:


a. b. c. d. e. f. focusing gathering information organising writing revising editing

Components of literature:
a. b. c. d. e. f. g. Plot Point of view Character Setting Symbols Irony Theme

Plot:

the sequence of events that moves the story/narrative along; a conventional plot presents several characters facing conflicts against each other, nature or oneself; several techniques of arranging plot: a. foreshadowing hinting at future event/ happening; b. flashbacks to review earlier events/ happening; to add attraction & suspense to the story telling; questions to asked: 1. What are the storys main events? 2. What techniques does the writer use? 3. Is the plot believable or does it display some weaknesses?

Points of view:
the platform on which the writer look at the developing events either in first person or third person perspective; in the first person perspective, the main character narrate the story/events through his/her viewpoint; the advantage is to show a characters mental deterioration; in the third person perspective, the events are reported through the characters either through limited omniscience (limited to one or several characters) or full omniscience (knowing everything about all the characters); the advantage is to contrast 2 or more sets of thoughts and feelings in order to increase emotional impact; dramatic narration a type of third person narration which records the characters actions and words without revealing their thoughts; questions to ask: 1. What point of view is used? Why? 2. Is it suitable for the situation? Why or why not? 3. If the first person narrative is used, is it reliable?

Characters:
characters are served in several ways:
in physical and mental action as humorous as narrators as providers of information a foil to emphasize central characters direct e.g clever, coward, bad indirect stating how they looks & act, say or think & live

characters are also portrayed in several ways:


characters can change or remain unchanged; questions to ask:


1. which characters show the papers potentiality? 2. What are their most important features? 3. Do they experience changes?

Setting:
set the character in a time, place and culture in order to create feelings and moods in reader; the use of diff types of landscapes indicates diff emotions sadness, joy, anger; it also reveals characters personality and changes in emotional and psychological state; questions to ask: 1. What are its main features? 2. How does the setting help to achieve mood? 3. Does the setting seem realistic?

Symbols:
symbols are used to show a deeper meaning in order to strengthen and deepen writers messages; it can indicate the persons character or emotion; questions to ask: 1. What symbols are used and where do they come from? 2. Are they private or confidential? 3. What do they appear to mean?

Irony:
serves to show the difference between appearance and reality, expectations and outcomes; a character may say one thing but actually means something else; questions to ask: 1. Where does irony take place? 2. What does it bring about?

Theme:
serves as a controlling idea of literary work; can be an observation or insight about life; there is one central theme supported by either related/unrelated minor themes; questions to ask:
1. What are the themes of the work? 2. Which of these themes should I write about?

writing a literature paper needs a lot of careful and thoughtful efforts; when including quotation, it should be kept brief and relevant to the matter; present tense is mostly used;

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy