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Integration

This document provides guidance on integrating grammar instruction into writing. It discusses views of grammar's role in writing and provides guidelines for teaching grammar inductively through activities like text analysis, guided writing practice, dictation, and text exercises. These activities develop syntactic maturity and help writers identify and correct errors while learning grammatical conventions. The document also discusses literature writing and analyzing components like plot, point of view, characters, setting, symbols, irony, and theme.

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Lany Bala
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44 views21 pages

Integration

This document provides guidance on integrating grammar instruction into writing. It discusses views of grammar's role in writing and provides guidelines for teaching grammar inductively through activities like text analysis, guided writing practice, dictation, and text exercises. These activities develop syntactic maturity and help writers identify and correct errors while learning grammatical conventions. The document also discusses literature writing and analyzing components like plot, point of view, characters, setting, symbols, irony, and theme.

Uploaded by

Lany Bala
Copyright
© © All Rights Reserved
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
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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:
Text analysis
Guided writing practice
Dictation
Text elicitation
Text conversion
Text completion

Text analysis
Inductive approach used in teaching
learners who are already familiar with
prescriptive grammar rules yet having
problems with understanding and using the
grammar appropriately;

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;

Text completion:
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:

characters are also portrayed 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 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;

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