2. what a writer need to know

7/27/2019 2. What a Writer Need to Know

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Free Powerpoint Templates

Page 1

Teaching Writing
http://www.powerpointstyles.com/http://www.powerpointstyles.com/


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Page 2

Writing is a system for interpersonal

communication using visible sign or

graphic symbol on a flat surface.


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Page 3

Purpose of writing

To get thing done

to inform

To persuade To maintain relationship

To document occurrence, events e.tc

To record feeling experience andobservation


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Types of writing

Narration (story , autobiography)

Description (detail of people, place)

Exposition (explanation, instruction) Persuasion ( advertisement , political

essay)

Argumentation ( opinion, discussion,evaluations)


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Page 5

2. What a writer need to know

Subject matter

Purpose

Interaction and sense of audience Language

Conventions

Thinking skills


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Page 6

Organization skills

Value systems

Mechanics The writing process


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Free Powerpoint Templates Page 7

Why teaching writing

Most of us find writing is difficult.

Writing is the skill most students are leastproficient in.

Importance of teaching writing

Consolidating language

Maintaining motivation

Record of what has been learnt orally Make learning event realistic

Convenient means for texting


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The aim of the writing programmed

in Malaysian schools

Step-by-step instruction

Provision of models

The need to teach language appropriate tothe writing needs of students

Focus on the various stage of the writing

process


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Process vs. Product approach

Process

process of writing thinking

of something to write

about, selecting what toinclude, giving shape to

these ideas by organizing

into the outline, revising

and editing the draft

producing the final

inversion

Product

Process of writing is

neglected and the focus

is on obtaining a sampleof the target product


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As a teacher, we need to work out what

procedures and processes as well as skills

and strategies for students to accomplish

each task set out in the syllabussuccessfully.

The product approach tends to take:

Bottom-up view

Top-down view


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Stages in learning to write

1.Writing readiness

- to develop knowledge of English Language

- to develop interest in writing English

- to recognize that print is different frompictures and has meaning

- to develop ability to discriminate between

shapes- to develop visual memory for shapes

- to develop psychomotor


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Early writing

General guidelines Provide meaningful context for learning the

mechanics of writing

Use pupils own oral composition for giving theminsights into writing.

Constantly keep the benefits of learning to writebefore them

Make it a practice to read to your pupils a varietyof things

Develop your pupils natural curiosity and thinkingskills


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Free Writing Activities

The Process Approach

It is a recursive process in which the writer

may begin to write, then makes changes

are-writes parts before he produces the

final paper

In the middle of writing he may stop and

confer with friends or refer to books for

more ideas.

3 St f iti


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3 Stages of writing

1. Pre-Writing - Select topic

- Generate ideas

- Organize ideas

2. Writing Drafting

- Getting feedback /conferencing

- Revising

- Editing 3. Publication Presentation

- Display


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5 Stages in KSSR Writing

1. Set induction

2. Pre-writing

3. Writing 4. Feedback

5. Closure


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Techniques to generate the

ideas 1) Pre-Writing I. brainstorming

Ii. Listing

Iii. Quickwrite

Iv. Mind-mapping

V. organizing ideas


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2) Writing

I. Drafting

Ii. Feedback / Conferencing

Iii. Rewriting / Revising

Iv. Editing

3) Publishing

Publishing is sharing ones writing with an audience.


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POSSIBLE PROCEDURE

FOR TEACHING SPELLING


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1. Present the word in a sentence (pupils listen)

2. Write the sentence on the board

3. Read the sentence aloud; underline the word

as it is read

4. Point to the word and have pupils say it aloud

5. Show pupils the word written on a flashcard

6. Tell them to look at the word as a whole ,remember the shape

7. Close their eyes and imagine the word in their

mind

Continue


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8. Tell them to open their eyes and read the

word again

9. Keep the flashcard. Tell them to write the

word in their scrapbook/paper. 10. Show the word again to allow students to

check (to reinforce memory)

11. Explain and practice some spelling rules 12. Getting them to write the word again

13. Integrate spelling with writing activities to

make learning spelling a purposeful activity

Continue


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Develop spelling competency


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a) Anagram

Introduce new words in scrambled form. Askstudents to rearrange the letters and figureout the word before learning it.

Give students a long word such asDICTIONARY and ask them to find as manysmaller words as they can by arranging theletters.

Write the letters on cards and let them wearthese letters. Learners arrange themselves inthe correct sequence to form words.


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b) Missing letters

The teacher puts up a difficult word

and writes it as many times as there

are letters in the word. Each time theword is listed, one additional letter is

omitted, leaving a blank for the

students to fill in.


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c) Puzzles

Crossword puzzles are an

invaluable means for practising

spelling.

Word mazes where students arerequired to locate words hidden

in the maze in a variety of

positions, sideways, diagonally

or bottom-to-top are also goodfor helping pupils remember the

spelling and shape of words.


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THE PRINCIPLE

OF GRADUALLY

DIMINISHING CONTROL


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The pragmatic approach towards

developing composition writing skills

amongst pupils is to design activities

along a continuum like this:

ControlledWriting

GuidedWriting

FreeWriting


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CONTROLLED WRITING

Controlled writing is characterised by

maximal teacher input and minimal

pupil input. Pupils do not contribute

ideas, neither do they organize the writing.

It is the 1st step towards writing

composition and is useful for pupils with

relatively little knowledge of English.


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Techniques for controlled writing include

using:

Substitution Tables

Parallel Writing

Questions and Answers

Sentence Combining

Sentence Completion Exercises

Dictation


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GUIDED WRITING

Guided writing activities act as a bridgebetween controlled and free writing.

There is more learner input in guided writingthan controlled writing.

The context and form of the sentences do nothave to be imposed by the teacher, but can begenerated by the class together as a pre-writing

activity.

The products of guided writing from a class willbe similar but not exactly alike.


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Can be generated by:

1) Writing from class generated guidelines

2) Picture composition with skeleton outline

3) Writing from short notes

4) Dicto-comp

# Dicto-comp combines dictation and composition

# It provides practice in reconstructing a text that

has been dictated.

GUIDED WRITING


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TEACHING THEBUILDING

BLOCKS OFCOMPOSITION

1. Focus on sentencebuilding the focus will be

on the sentence as acomponent of text-

building.

2. Focus on paragraphwriting In a well-writtenparagraph, each sentencehas words or phrases that

link it to the previoussentence.

3. Focus on other buildingblocks using specific

words instead of generalwords.

4. Fluency building By

building fluency in thecontext of writing, we

mean enabling thestudent to write down histhoughts with ease and

confidence, without undueanxiety over correctness

of spelling, grammar


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Quick-write Keepingjournals

Dictactingothers

Extensivewriting

ACTIVITIES FORFLUENCY BUILDING

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