module tsl 3107

PROGRAM PENSISWAZAHAN GURU (PPG)

IJAZAH SARJANA MUDA PERGURUAN DENGAN KEPUJIAN

MODUL

TSL 3107

TEACHING OF WRITING SKILLS

IN THE PRIMARY ESL CLASSROOM

December 2012

CONTENT PAGE

Course Proforma

Topic 1 Nature and Purpose of Writing

1.0 Synopsis 1.1 Learning outcomes 1.2 Framework 1.3 What is Writing? 1.4 Why do we write? 1.5 Five main types of writing 1.6 Prerequisites to writing

Tutorial Task

1

Topic 2 Developmental Stages of Writing

2.0 Synopsis 2.1 Learning outcomes 2.2 Framework 2.3 Writing Readiness 2.4 Early Writing 2.5 Developmental Writing

Tutorial Task

7

Topic 3 (Part 1) Approaches To Teaching Writing

3.0 Synopsis 3.1 Learning Outcomes 3.2 Framework 3.3 Product Approach to Teaching Writing 3.4 Process Approach to Teaching Writing 3.5 Differences between Product Approach and Process Approach 3.6 Genre Approach to Teaching Writing 3.7 Strengths and Weaknesses 3.8 Which approach to use? 3.9 Other considerations

Tutorial Task

17

Topic 3 (Part 2) Techniques for Teaching Writing Skills

3.10 Synopsis 3.11 Learning Outcomes 3.12 Framework 3.13 Four Common Techniques 3.14 Techniques in Using Pictures 3.15 Techniques in Using Readings 3.16 Techniques in Using All Language Skills 3.17 Techniques in Using Controlled Writing 3.18 Techniques in Teaching Practical Writing 3.19 Techniques in Teaching Organisation

Tutorial Task

25

Topic 4 Selection and Adaptation of Materials and Activities

4.0 Synopsis 4.1 Learning Outcomes 4.2 Framework 4.3 The Role of Materials in the ESL Classroom 4.4 The Need to Adapt Materials 4.5 Criteria for Selection and Adaptation of Materials

Tutorial Task

32

Topic 5 Assessing Writing Skills

5.0 Synopsis 5.1 Learning Outcomes 5.2 Framework 5.3 Assessment Strategies 5.4 Feedback

Tutorial Task

41

Topic 6 (Part 1) Planning for Teaching Writing

6.0 Synopsis 6.1 Learning Outcomes 6.2 Framework 6.3 Interpreting the Writing Skills in the Syllabus KBSR English Syllabus

45

6.4 Interpreting the Writing Skills in the Syllabus KSSR English Syllabus 6.5 Selecting and Preparing Activities for Teaching Different Levels of Writing Skills 6.6 Grading and sequencing the writing lessons according to level of difficulty.

Tutorial Task

Topic 6 (Part II) Lesson Planning

6.7 Synopsis 6.8 Learning Outcomes 6.9 Framework 6.10 Pedagogical Principals for a Writing Lesson Using the Product Approach: Controlled Writing 6.11 Pedagogical Principals for a Writing Lesson Using The Product Approach: Guided Writing 6.12 Stages of a Writing Lesson Using the Process Approach: Three broad stages 6.13 What is genre? 6.14 Stages of a Writing Lesson Using the Process Approach: Based on genre

Tutorial Task

49

Topic 7 Remedial and Enrichment Activities for Developing Writing Skills

7.0 Synopsis 7.1 Learning Outcomes 7.2 Framework 7.3 Remedial Activities 7.4 Enrichment Activities

Tutorial Task

61

Topic 8 Microteaching

No materials prepared for this topic. Students carry out microteaching sessions.

COURSE PRO FORMA

Course Title Teaching Writing Skills in the Primary ESL Classroom

Pengajaran Kemahiran Menulis Dalam Bahasa Inggeris Sebagai

Bahasa Kedua di Sekolah Rendah)

Course Code TSL3107

Credit 3(3+0)

Contact

Hours

45 hours

Pre-requisite Nil

Year Two

Semester One/Two

Learning

Outcomes

1. Demonstrate an understanding of the approaches and techniques of teaching writing skills. (1.3, 2.3)

2. Select, design and evaluate materials for teaching writing. (1.6, 2.2)

3. Plan and teach lessons to develop writing skills. (2.1, 3.1)

4. Use appropriate evaluation strategies in assessing writing. (1.4,

2.4)

5. Assess and review practice based on micro teaching. (4.5, 7.2)

Synopsis This course focuses on the nature and purpose of writing,

developmental stages of writing, approaches in teaching writing skills,

techniques of teaching writing, selection and adaptation of materials

and activities, assessing writing skills, planning for teaching writing,

lesson planning, remedial and enrichment activities for developing

writing skills, and microteaching.

Kursus ini berfokus pada membina kefahaman terhadap tujuan

menulis, peringkat perkembangan kemahiran menulis, pendekatan

pengajaran kemahiran menulis, teknik pengajaran kemahiran

menulis, pemilihan dan penyesuaian bahan, pentaksiran kemahiran

menulis, merancang untuk pengajaran kemahiran

menulis,perancangan pelajaran, aktiviti pemulihan dan pengkayaan

kemahiran menulis dan pengajaran mikro.

COURSE PRO FORMA

Topic

Content

Hours

1 Nature and Purpose of Writing

3

2 Developmental Stages of Writing

Writing readiness

- mechanics

- penmanship

Early writing

- sentence building

- paragraph writing

Developmental writing

- spelling and dictation (sentence and paragraph levels) - grammar - text organization, cohesion

3

3

3

3 Approaches to Teaching Writing

Product

Process

Genre Techniques for Teaching Writing Skills

3

3

4 Selection and adaptation of materials and activities

Factors to consider in material selection

Principles of adaptation

Criteria for evaluation of material and task

3

Topic

Content

Hours

5 Assessing Writing Skills

Assessment strategies

Feedback

3

6 Planning for Teaching Writing

Interpreting the writing skills in the syllabus

Select and prepare activities for teaching different levels of writing skills

Lesson planning

Stages of a writing lesson

Pedagogical principles

3

6

7 Remedial and Enrichment Activities for Developing Writing Skills

3

8 Microteaching

Implementation

Feedback and Reflection

9

TOTAL

45

Assessment

Coursework: 50%

Examination: 50%

Main

References

Brown, H.D (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, New York: Pearson Education.

Latham, D. (2000). How Children Learn to Write: Supporting and Developing Childrens Writing in School. London: Paul Chapman Publishing. Reilly, J & Reilly V. (2003). Writing with Children. Oxford: Oxford University Press.

Additional

References

Baker, J. and J Westrup. (2000). The English Language Teachers Handbook: How to Teach Large Classes with Few Resources. New York: Continuum. Cameron, L. (2005). Teaching Languages to Young Learners. Cambridge: Cambridge University Press. Chitravelu, N. Sithamparam, S. & Teh, S.C. (2005). ELT Methodology: Principles and Practice (2nd edition). Shah Alam: Fajar Bakti. Harmer, J. (2007) The Practice of English Language Teaching (4th ed.) Harlow: Longman. Harmer, J. (2007) How To Teach English. Harlow: Pearson. Hedge, T. (2003) Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. McDonough, J. & Shaw, C. (2003). Materials and Methods in English Language Teaching: A Teachers Guide (Applied Language Studies). Oxford: Blackwell Publishing Ltd. Moon, J. (2005). Children Learning Language. London: Macmillan Heinemann ELT. Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press. Read, C. (2007). 500 Activities for the Primary Classroom. Oxford: Macmillan. Woodward, T. (2005). Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom. Cambridge: Cambridge University Press.

1.0 SYNOPSIS

Topic 1 introduces you to the key concepts and issues related to the nature and

purpose of writing. It also provides you with information on the different types of writing

as well as the background knowledge (prerequisites) a writer needs to have before

embarking on his/her own writing.

1.1 LEARNING OUTCOMES

By the end of Topic 1, you will be able to:

define the term writing

describe the purpose of writing

identify the five main types of writing genre

list the prerequisites to writing

1.2 FRAMEWORK

Nature and Purpose of Writing

Prerequisites

to writing

Types of

writing

Purposes of

writing

Definition of

writing

TOPIC 1 : NATURE AND PURPOSE OF WRITING

1.3 What is Writing?

Writing is a system of letters (for example a, b, c, .z) used in interpersonal

communication. Most times, writing is done on flat surfaces such as paper, cloth

or stone slabs.

Writings communicate to us news and information which are vital at all levels of

lives. Such communication comes in various forms such as newspapers,

advertisments, bills, notices or letters.

Writing is usually learned through systematic instruction, example in schools or a

child is taught to write by his/her parent.

1.4 Why do we write?

1.4.1 We write for a variety of reasons, among which are the following:

to get things done

to inform

to persuade

to maintain relationships

to document occurences, events, etc.

to record feelings, experiences, observations, etc.

1.4.2 Britton, a University of London researcher, with Burgess, Martin, McLeod,

and Rosen, in their book The Development of Writing Abilities (11-18)

have listed down the following purposes in relation to writing:

as a form of self-expression in which the writer expresses his/her

opinion, views or personal thoughts (examples: readers opinion

column in the newspaper, messages or personal blogs in the

internet). The style is usually informal and less strucutred.

as a transaction in which the writer wishes to disseminate information

which will bring about certain behaviour changes or understanding

among the readers (examples: health-related brochures, tourist guide

book, reports, business letters). The style is formal, structured and

bound by writing conventions/formats.

to enhance ones creative and aesthetic appreciation of writing in

order to derive and give pleasure and enjoyment (examples: writing

poems, short stories, novels, jokes, riddles). The style is less formal

and less structured.

1.5 Five main types of writing

There are five main types of writing.

1.5.1 Narrative Writing

This type of writing comprises of a sequence of events together with characters

and setting (examples: a story, autobiography)

Example :. As I was observing myself in the mirror, I suddenly noticed in the

reflection the door knob of my room door turning slowly.

1.5.2 Descriptive Writing

This type of writing comprises of detailed accounts of physical attributes or

qualities of a person, an object or a place. These descriptions evoke the readers

sense of sight, hearing, smell, touch and taste which enable the reader to form a

vivid picture of whats being described.

Example : My late grandfather, a tall, handsome Malay gentleman, was a

most dedicated clerk who worked in the British education office in

Malaya before the Japanese Occupation ...

1.5.3 Expository Writing

This type of writing comprises of facts, information and explanation of concepts,

issues or topics related to scientific or general knowledge. Expository pieces of

writing are impartial, which means the writer does not include his/her

interpretations or opinions (examples: the solar system, cooperative learning)

Example : Gua Tempurung is a cave in Gopeng, Perak, Malaysia. It is popular among spelunkers, or caving enthusiasts. More than 3 km long, it is

one of the longest caves in Peninsula Malaysia. Part of it has been developed as a show cave with electric lighting and walkways and there are a range of tours of different lengths and difficulty. A fine river cave, the river passage runs about 1.6 km through the hill. There are three very large chambers and some spectacular stalactites and stalagmites.

Source : http://en.wikipedia.org/wiki/Gua_Tempurung

1.5.4 Persuasive Writing

This type of writing comprises of the writers views or statements which intend to

convince the reader to agree/accept the writers point of view. Such writings also

include facts and information which promote or support the writers stance. We

can find examples of such writings in advertisments and political articles.

Example : The first reason why people shouldnt watch too much television is

because the content of many TV programmes is not educational.

Nowadays, we can see movies, series, and shows that present

scenes of violence, sex, and drugs .

1.5.5 Argumentative Writing

This type of writing takes the style of a debate in which the writer first takes a

stance and presents supporting facts/points/evidence. At the same time, the

discussion also includes objections/criticisms of the opposing stance.

Example: The suggestion to allow students to bring handphones to school

has sparked off a heated debate between parents and

administrators. Teachers oppose this suggestion as they opined

that handphones can be used as an examination cheating tool

apart from being a major distraction during the teaching-learning

process. On the other hand, parents welcome this suggestion as

they view that times have changed and bringing handphones to

school is a way for them to keep in touch with their children,

especially in case of emergencies.

Source : http://thestar.com.my/education/

1.6 Prerequisites to writing

Before a writer begins to write, there are certain prior information or background

knowledge he/she would need to have. Among these are :

1.6.1 Subject matter

The writer needs to have relevant information about the topic or subject matter

he/she wishes to write on. Such prior knowledge can be gathered from reference

books, journals, discussions with experts, observations or personal experiences.

1.6.2 Purpose

The writers purpose will affect the way he/she writes. For example, does the

writer wish to persuade the reader to purchase the latest model of a particular car

or does the writer wish to inform the reader about atrial fibrillation (a heart

abnormality)?

1.6.3 Interaction and a sense of audience

The writer needs to establish his/her audience. The following questions serve as

a guideline:

Who is the target audience?

Are they children, teenagers, young adults, professionals in the

same field, women, hobbyists, general readers?

What is the knowledge level of the targe audience?

Are they beginners, intermediary or advanced level readers?

How to attract the audiences interest?

Should the layout include pictures, charts, diagrams or just printed

words? Perhaps have a catchy (interesting) title.

1.6.4 Language

It is important that a writer needs a repertoire of language skills to enable him/her

to write effectively. These skills include a range of sentence patterns, words,

stylistic variants , knowledge of idiomatic expressions and phrases. Overall, the

writer needs a strong understanding of text as a written discourse where the

those skills are inter-related to produce a coherent piece of writing.

Tutorial Task

Source for information related to What a writer needs to know (prerequisites to

writing). Compile your information into the following categories:

Conventions

Thinking Skills

Organisational Skills

Value Systems

Mechanics

The Writing Process

References

Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar

Bakti

Britton, J., Burgess, A., Martin, N., McLeod A., & Rosen, R. (1975). The

development of writing abilities, 11-18. London: Macmillan Education.

2.0 SYNOPSIS

Topic 2 introduces you to the developmental stages of writing which are writing

readiness, early writing and developmental writing. Each stage provides you with

explanations, examples and basic principles of teaching.



develop understanding of writing readiness

develop understanding of early writing

understand the stages of developmental writing

2.2 FRAMEWORK

TOPIC 2 : DEVELOPMENTAL STAGES OF WRITING

Developmental Stages of Writing

Writing

readiness

Early

writing

Developmental

writing

2.3 Writing Readiness

Writing readiness refers to a stage in a childs early life where he displays signs

of wanting to put his thoughts or ideas into visual forms. These visual forms may

initially look like doodles,squiggles, crooked lines or even drawings of stick

figures. All these are representations of a childs:

knowledge

a realisation that he can put his thoughts into words which greatly

increases his growing knowledge of the world around him

interest

beginning to discover the interesting fact that writing is another form of

communication

visual readiness

beginning to recognise shapes and numbers as well as distinguish letters

in the alphabet

visual memory

beginning to recognise one or two syllable words (cat, rabbit)

motor and coordination skills

- beginning to display a dominat writing hand (eg: being left or right-

handed)

- motor coordination of the hand, wrist, elbow and shoulder when writing

- displaying eye and hand coordination skills.

Source : http://voices.yahoo.com/writing-readiness-getting-preschooler-ready-for- 5754960.html

2.3.1 Penmanship

Penmanship is the technique of writing with the hand using a writing

instrument (pencil, pen, crayon, brush). It is crucial that children are taught

the skills of penmanship despite the fact, that computer-printed documents

have greatly reduced the need for handwitten work.

Source : http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-

penmanship-by-todays/

Many preschool activities that just seem like fun are actually building fine

motor skills and eye/hand coordination. Here are 10 examples of activities:

* Working with Puzzles

* Buliding with blocks * Pouring water into cups

*Stringing beads * Finger painting * Bouncing and catching balls

* Cutting with scissors

* Drawing * Matching shapes

*Threading sewing cards

New technology has definitely replaced the need for as much

handwritten work, so handwritting has suffered. However, there

will always be a need for a certain amount of handwritten work,

such as writing essays during examinations , filling in forms or

taking notes. Hence, its critical to develop good penship.

Kim Alexander, District Education Superintendent

Source : http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-

penmanship-by-todays/

Techniques of good handwriting include:

space between letters, words, paragraphs

alignment

proportion, size, height of letters (upper case, lower case letters)

direction of pen movements

2.4 Early Writing

During this stage of writing, a child begins to develop basic understanding of the

mechanics of writing.

Letter formation often is the root of students handwritting

problems. They start at the wrong place. For example, when

you write an e you should start at the middle instead of at the

bottom. You start at the middle then go up, around and down.

If you have correct letter formation, your writing is more

efficient; youre quicker. Theres a reason you write your letters

in a certain order.

Ballard, third grade teacher

Effective writing requires a sound understanding of the mechanics of good

writing. A useful analogy in thinking about the mechanics of writing is that of

driving a car. Important information includes

the various components of the car (parts of speech in writing)

how these components function together (the rules of grammar)

what is needed to keep the car moving along, stopping and

starting in the right places, and pausing whenever it is necessary (punctuation)

Read more at : http://writingworkshop.edtec.unsw.edu.au/mech.html

2.4.1 Sentence construction and paragraph writing

An integral part of writing is the ability to construct sentences and

paragraphs. It is important for a teacher or parent to teach a child to write

using systematic methods and various activities.

The main principles in teaching children to write are :

provide meaningful context for wriitng

- create opportunites for chidlren to write, examples birthday card

to daddy, thank you card to grandma, writing shopping lists,

copying food labels

give children insights into writing

- create an awareness and develop a deeper understanding of the

various forms and functions of writing

develop childrens curiosity and thinking skills

- enourage the desire to put their thoughts into writing for example,

a child writes a simple poem expressing his sadness that the local

council has cut down his favourite tree in the park

- create in them the curiosity to know the consequences of their

writing for example the above childs poem gets published in the

local press resulting in an explanation by the council that the tree

was old and termite-infested , therefore it was cut down.

Subsequently a new tree was planted to replace the old tree.

read to children

- reading aloud and participatory reading of stories provide rich

resources for children to develop ideas to write as well as

increasing their vocabulary range. Adults (teachers, parents,

grandparents) need to set aside time and take the effort to read to

children.

Teaching children to write sentences can be difficult because of the

abstract concept of the two parts of a sentence the subject and

predicate. Children mistakenly use sentence fragments in their writing

because that is how people commonly speak. Modeling proper

sentence structure and activities that help students understand

necessary parts of a sentence will teach children to write them

correctly.

Read more : Teaching Children to Write Sentences

http://www.ehow.com/info_8299374_teaching-children-write-

sentences.html

Sentence or not a sentence?

One of the first things I try to teach my students is to recognise

sentences. They learn that sentences express a complete idea.

Here are some exercises that will help them recognise

sentences.

Have each student make two cards (one will say

SENTENCE and the other will say NOT A SENTENCE).

The teacher then reads phrases aloud. If its a sentence,

the children must raise the correct card. If its not a

sentence, they must raise the other card.

Read more : Sentences: Activities and Lessons

http://www.busyteacherscafe.com/literacy/sentences.html

2.5 Developmental Writing

During this stage of writing, a child progresses into a deeper understanding of the

mechanics of writing which includes the following:

spelling

grammar

text organisation and cohesion

2.5.1 Spelling

When teaching spelling, the teacher should focus on :

teaching the relationship between the most common phonemes

(sounds) of English & graphemes (letters)

teaching the most common words.

developing visual memory for shapes of words.

developing relevant dictionary skills.

helping pupils devise ways of helping themselves to remember

common but some trouble words.

When it comes to teaching children to spell, there is no magical method but a

practical approach is to integrate spelling in listening, speaking, reading & writing.

The Do's and Don'ts of Spelling

First of all, please note that very little research is available regarding the teaching and acquisition of spelling skills. However, evidence of good practice is. Many teachers have developed the tried and true strategies to help their students become better spellers. Here is what they say and do: .

Read more http://specialed.about.com/od/literacy/a/spell.htm

2.5.2 Grammar

It is essential that children are taught grammar rules to enable them to be

better writers. Teachers can refer to a range of resources for ideas to

teach grammar meaningfully and enjoyable.

Teaching children English grammar can be a daunting task for two main

reasons. First, there are so many nuances of the langauge for children

to learn. Second, learning all these rules can be boring. However,

teaching English grammar can be done in an engaging way.

Here are some ideas:

1. Expose your students to the proper use of English grammar.

Children will internally develop grammar rules on their own through

exposure to the language. Its your responsibility as the teacher to

provide this exposure. This means always modelling proper

grammar in your speech and writing. If you dont want your

students to make errors in subject-verb agreement, dont make

these errors yourself. Also, get your students reading as much as

possible. Good writers do a lot of reading.

Read more: How To Teach English Grammar to Children

http://www.ehow.com/how_4493979_teach-english-grammar-

children.html

2.5.3 Dictation as a Writing Exercise

Dictation is a time-proven technique in writing practice. It may seem

conventional or even outdated in this age of information technology but

this technique is beneficial in many ways.

2.5.4 Text structure and organisation

The term text structure refers to how information is organised in a text or

passage. Information is organised according to certain patterns/format.

Writers (as well as readers) need to know the various patterns/format to

enable them to write accordingly.

Here are seven common text structures:

cause and effect

choronological

compare and contrast

order of importance

problem and solution

Frodesen writes that dictation can be an effective way to address

grammatical errors in writing that may be the result of erroneous

perception of English..Dictation can help students to diagnose and

correct these kinds of errors as well as others. (1991). Our students

inability to produce grammatically correct sentences is familiar to every

teacher, and since our students hear or see little English outside the

classroom,.. giving dictation exercises could be looked upon as one

way of redressing this.

Read more: The Many Benefits of Dictation Exercises

http://whatsnewintheworld.blogspot.com/2008/06/many-benefits-of-

dictation-exercises.html

sequence/process writing

spatial/descriptive writing

Teachers should focus on a variety of activities/exercises to build

sentences and form paragraphs of the different text structures.

TUTORIAL

1. Collect a sample of a childs handwritten work. Study the handwriting and

identify the problems. Discuss appropriate techniques to help overcome

those problems.

2. Identify suitable activities to develop sentence construction and paragraph

writing skills among primary-level pupils.

References

Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar

Bakti.

1. Cause and Effect : The resuls of something are explained.

Example : The dodo bird used to roam in large flocks across America.

Interestingly, the dod wasnt startled by gun shots. Because of this,

fronriersmen would kill entire flocks in one sitting. Unable to sustain

these attacks, the dodo was hunted to extinction.

2. Chronological : information in the passage is organised in order of

time

Example : Jack and Jill ran up the hill to fetch a pail of water. Jack fell

down and broke his crown and Jill came tumbling after.

Read more at: http://www.ereadingworksheets.com/text-structure/

3.0 SYNOPSIS

Topic 3 introduces you to several techniques of teaching writing. Be aware that there

are no correct or best way of teaching writing. Your choice of technique depends on

a combination of factors such as learners cognitive/proficiency levels, classroom

environment or learning outcomes. We encourage you to try out the techniques

suggested in this topic and of course, adapt if the need arises.



select appropriate teaching techniques

design suitable writing activities

3.2 FRAMEWORK

TOPIC 3 (Part I) : APPROACHES TO TEACHING WRITING

Approaches to Teaching

Writing

Product

Approach

Process

Approach

Genre

Approach

3.3 Product Approach to Teaching Writing

This is a traditional, behaviorist approach in which learners imitates or copies

the writing models supplied by the teacher. A model for such an approach is

given below:

Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison

Stage 1 Model texts are read, and then features of the genre are highlighted. For example, if studying a formal letter, students' attention may be drawn to the importance of paragraphing and the language used to make formal requests. If studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques.

Stage 2

This consists of controlled practice of the highlighted features, usually in isolation. So if students are studying a formal letter, they may be asked to practise the language used to make formal requests, practising the 'I would be grateful if you would' structure.

Stage 3

Organisation of ideas. This stage is very important. Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language. Stage 4 The end result of the learning process. Students choose from a choice of comparable writing tasks. Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent and competent users of the language.

3.4 Process Approach to Teaching Writing

This approach looks at writing as a process in which students are given time to

think about and discuss their ideas on a specific topic, write a draft or framework

of what they want to say, discuss this again and then to write a detailed account.

(Kilfoil and der Walt, 1997:252)

The four common stages to this approach are:

Prewriting: selecting a topic and planning what to say

Writing: putting a draft version on paper

Revising: making changes to improve the writing

Evaluation: assessing the written work

Stage 1 (Pre writing)

Generating ideas by brainstorming and discussion. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble.

The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas. Students organise ideas into a mind map, spidergram, or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts.

Stage 2 (Writing)

Students write the first draft. This is done in class in pairs (buddy support approach) or in groups

Drafts are exchanged, so that students become the readers of each other's work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.

Stage 3 (Revising)

Drafts are returned and improvements are made based upon peer feedback

Stage 4 (Evaluaton)

Final version of the work is ready. Students once again exchange and read each other's work and perhaps even write a response or reply. Teacher evaluates students work.


3.5 Differences between Product Approach and Process Approach

Product Approach Process Approach

imitate model text text as a resource for comparison

organisation of ideas more important than ideas

ideas as starting point

one draft more than one draft

controlled practice of focus language structures / features

more global; focus on purpose, theme, text type

individual collaborative

emphasis on end product emphasis on creative process


3.6 Genre Approach to Teaching Writing

In a genre approach to writing, learners study texts in the genre they are going to

be writing. For example if the focus genre is a formal letter, then learners are

given samples of formal letters to look at and analyse the key features. When this

is done, they begin their own writing.

Badger and White (2000:155) have noted that there are strong similarities

between the product approach and the genre approach, in which the genre

approach is seen as an extension of the former. The difference, however,

between the two approaches is the emphasis on social context in genre

approach.

3.7 Strengths and Weaknesses

Let us examine the strengths and weakness of each approach.

3.7.1 Strengths

Product Approach Process Approach Genre Approach

the need for learners to be given linguistic knowledge about texts (grammar, sentence structures, punctuation)

emphasis on the skills in writing (brainstorming, drafting, review, editing)

writing takes place in a social

situation, and is a reflection of a particular purpose

imitation is one way in which people learn.

learners background knowledge and experiences contribute to the development of writing ability

active participation of learners in the process

learning can happen consciously through imitation and analysis

Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf

Like product approaches, genre approaches regard writing as predominantly linguistic but, unlike product approaches, they emphasize that writing varies with the social context in which it is produced. So, we have a range of kinds of writingsuch as sales letters, research articles, letters of apology, recipes, and reportslinked with different situations.

Read more: A process genre approach to teaching writing http://newresearch.wikispaces.com/file/view/genre+process+a

pproach.pdf

3.7.2 Weaknesses

Product Approach Process Approach Genre Approach

process skills of writing, such as planning a text are less emphasized

does not provide learners with adequate linguistic knowledge to write successfully

does not provide learners with adequate linguistic knowledge to write successfully

learners knowledge and experiences are undervalued; passive learners

focus on writing as mere process with the same set of steps to follow through, insufficient importance to the kind of texts writers produce and why such texts are produced.

learners are largely passive

Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf

3.8 Which approach to use?


The approach that you decide to use will depend on you, the teacher, and

on the students, and the genre of the text. Certain genres lend themselves

more favourably to one approach than the other. Formal letters, for

example, or postcards, in which the features are very fixed, would be

perhaps more suited to a product-driven approach, in which focus on the

layout, style, organisation and grammar could greatly help students in

dealing with this type of writing task.

Other genres, such as discursive essays and narrative, may lend

themselves to process-driven approaches, which focus on students' ideas.

Discursive activities are suited to brainstorming and discussing ideas in

groups, and the collaborative writing and exchanging of texts help the

students to direct their writing to their reader, therefore making a more

successful text.

According to Badger and White (2000), adapting the three approaches will give

the teacher an electic approach to teaching writing.

3.9 Other considerations

Apart from selecting or adapting from the three approaches, there are other

issues to consider.

3.9.1 The importance of feedback

Teachers should provide quick respond to learners writings as such

feedback will sustain the learners motivation and interest to continue to

write.

Writing is a complex process and learners could become easily frustrated

if feedback is delayed or not provided. Furthermore, if learners are

required to rework on their drafts without adequate feedback, they could

react negatively to such endeavours.

An effective methodology for writing needs to incorporate the insights of product, process, and genre approaches. One way of doing this is to start with one approach and adapt it. For example, one problem in the process approach is the lack of input. White and Arndt (1991) suggest techniques such as group work, where input is provided by other learners, and conferencing, where input is provided on a one-to-one basis by the teacher. Also, some process writing material makes use of sample texts, usually after the learners have produced a first draft (see for example White 1987). Adapting an approach has led to important developments in the writing classroom.

Read more: A process genre approach to teaching writing http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf

Source : http://www.teachingenglish.org.uk/articles/approaches-process-writing

3.9.2 Writing as communication

Learners must be made to understand that writing is not merely to test

their language skills but it is a form of communicating their thoughts, ideas,

feelings and experiences.

Writing tasks should be designed to provide learners the real-life

experiences of communicating with an audience. Activities such as

producing a class magazine/bulletin, exchaging emails/letters with friends,

blog writings should be made a part of the classroom writing experience.

Tutorial Task

1. Discuss with your coursemates the approaches you use to teach

writing in your ESL primary classroom.

2. Design a writing project which incorporates the three approaches.

References

Badger, R. & G. White. 2000. A process genre approach to teaching writing. ELT Journal, 54(2): 153-160.


Bakti

Kilfoil & der Walt (1997) Outcomes-based education in the English Second Language

classroom in South Africa. Retrieved from http://www.highbeam.com/doc/1G1-

172525569.html

It takes a lot of time and effort to write, and so it is only

fair that student writing is responded to suitably. Positive

comments can help build student confidence and create

good feeling for the next writing class.

3.10 SYNOPSIS

Topic 3 introduces you to several techniques of teaching writing. We encourage you to

try out these techniques in your own classrooms.



select appropriate teaching techniques

design suitable writing activities

3.12 FRAMEWORK

TOPIC 3 (Part II) : TECHNIQUES FOR TEACHING WRITING SKILLS

Techniques in Teaching

WritingSkills

Techniques

using :

- pictures

- readings

- language

skills

- controlled

writing

Techniques in

teaching:

- practical

writing

- organisation

3.13 Four Common Techniques

ESL learners should be taught to write for a variety of reasons, which includes

recording personal experiences, expressing ideas without the pressure of face-

to-face communication and exploring a particular subject matter.

Here are five common techniques to teach learners to write:

Techniques in using pictures

Techniques in using readings

Techniques in using all language skills

Techniques in using controlled writing

3.14 Techniques in Using Pictures

Generating whole class discussion that leads to writing, based on a varieties

of pictures such as posters, textbook pictures, magazine pictures, brochures,

advertisement, simple pictures drawn on board , duplicated pictures etc

Divide the class into two groups and supply each group with different pictures.

Set some communicative tasks so that learners are able to convey

information to others.

Provide a picture to each group of learners so that only one member has the

picture. This learner needs to convey what is in the picture with the help of

questions posed by other members in the group

Learners bring their own pictures favourite advertisement, family

photograph, own drawing etc. Bringing such items help learners develop

personal attachment to their pictures and they will find the writing tasks more

meaningful, especially when answering questions from their peers. Real

communication can be developed

Go beyond the picture to enable learners to make inferences, predictions and

suppositions about the world beyond the pictures.For example they could be

asked to visualise what happened before and after, what caused the situation

to occur and what the result will be.

One picture many techniques

fancyhomedesign.com

3.14.1 Description

Get the class to provide words to label the picture. Then they write down

other words and phrases on strips of paper to describe the room, e,g, next

to, on the right, in front of etc., and paste them on the board. Next, teacher

takes away the picture and the strips. Learners write descriptions of the

picture based on memory and exchange with their friends

3.14.2 Description, comparison and contrast

Each group of learners is given a different picture of room layout.

Members of each group then discuss and write a description of the room.

Then each group takes turn to read their description while other

groups( who are given picture of empty room, draw (or paste) furniture in

their room. Then this is followed by discussion of the diferent positions of

furniture.

3.14.3 Paragraph assembly

Learners are given strips of sentences containing a description of the

room. In groups, pupils discuss the possible arrangement of the sentences

to form a complete and coherent paragraph.

3.14.4 Sentence combining

Each learner is given a strip of paper containing a sentence which can be

combined using sentence connectors. Learners go around finding their

other half. At higher level, learners can be asked to write a simple

sentence and combine it with their partner.

Alis room is small. Alis room is tidy.

Alis room is small but tidy.

Learners can then proceed to paragraph writing by combining the

sentences written by group members.

3.14.5 Paragraph completion

Prepare a paragraph describing about the picture and paste it on the

board but omit the ending.

In groups, learners discuss how to end the paragraph. They write their

endings on a strip of paper. Then all the groups paste their strips and

teacher compares the sentences.

3.14.6 Controlled composition

Ask learners to pretend to be Ali. Learners rewrite the paragraph using

the past tense:

My bedroom was small but tidy.

3.14.7 Guided composition

Learners discuss in groups what they would write in a paragraph

beginning with:

Alis bedroom is bright and colourful.

or

Alis bedroom is dull and drab.

3.14.8 Role play

Teacher prepares role play cards of two persons talking about Alis room.

Learners ,in groups will note down important details from the cards.

Then based on the information, learners discuss and write a paragraph.

3.14.9 Beyond the room

Learners are given a picture of an empty room and pictures of furniture.

Learners create their own arrangement of the furniture . They discuss and

write a paragraph describing the new room.

Each group displays their plan of the room with a brief written description.

Each groups picture when pieced together will form a complete house

plan.

3.15 Techniques in Using Readings

3.15.1 Copying

- Copying answers on b/board after a discussion

- Copy a good piece of writing

- Copy down one sentence they like best in a story read

- Copy new words and sentences into their notebook

3.15.2 Examine cohesive links

- Learners read passage and underline adjectives/ connectors etc

- Learners replace the words in the text with synonyms

- Learners copy a passage but leave some blanks and pass to their friends

to be completed

- Teacher provides a short passage with some blanks

3.15.3 Examine punctuation and grammar

- Learners read passage and underline the purposes of punctuation

- Learners underline specific structures or grammatical item

3.15.4 Examine sentence arrangement

- Learners are given 3 sentences and they arrange them in order of sense,

and provide reasons

- Provide learners with 2 sentences but there is a gap between the

sentences. Learners try to write a sentence that connects the two

sentences

3.15.5 Completion

- learners are to complete the ending of a paragraph/story

- learners are given a passage where all the verbs have been deleted.

Learners complete the passage with appropriate verbs.

3.16 Techniques in Using All Language Skills

Brainstorming

Guided discussion

Interviews

Skits / hot seat

Dictation

Note taking

Story telling

3.17 Techniques in Using Controlled Writing

Controlled composition

Questions and answers

Guided composition

Sentence combining

Parallel writing

3.18 Techniques in Teaching Practical Writing

Fill in forms

Letters

Emails

Lists

Daily notes/ memo/messages

Instructions

3.19 Techniques in Teaching Organisation

Draw outlines

Analysis

Model

Tutorial Task

1. Select a picture and design a series of writing activities using the one

picture many techniques approach.

2. Design an appropriate controlled writing activity for a mixed-ability

Year 5 class.

References


Bakti

30 Ideas for Teaching Writing. (2003). Retrieved December 13, 2012, from

http://www.nwp.org/cs/public/print/resource/922

4.0 SYNOPSIS

Topic 4 provides you with information on selection and adaptation of materials for the

ESL learners.



define the term material adaptation

explain the need for material adaptation

elaborate on the criteria for selection and adaptation

4.2 FRAMEWORK

TOPIC 4 : SELECTION AND ADAPTATION OF MATERIALS

AND ACTIVITIES

Criteria for Selection

and Adaptation

Age and

Maturity

Learning

Styles

Proficiency

Levels

Exploitabilty

4.3 The Role of Materials in the ESL Classroom

In many ESL classrooms, textbooks function as the main teaching-learning

resource. Using textbooks is an efficient way of implementing the syllabus in

terms of time and cost-effectiveness.

Much of the teaching-learning process is determined in the textbooks and

teachers deliver the content as designed whilst pupils learn what is presented in

the textbooks.

Towards the late 1970s, a paradgim shift towards student-centered learning

resulted in educators exploring the use of other materials in the ESL classrooms.

While textbooks remain the primary resource, other forms of materials emerged

as supplementary resources.

Teachers have access to a wide selection of materials ranging from:

authentic printed materials eg. brochures, newspapers, magazines

audio/video recordings eg. audio books, poetry/songs, movies

video clips eg. the art of origami downloaded from YouTube

computer software eg.SpellBuzz, Word Treasure Chest

In other words, learners should be the center of instruction and learning. The curriculum is a statement of the goals of learning, the methods of learning, etc. The role of teachers is to help learners to learn. Teachers have to follow the curriculum and provide, make, or choose materials. They may adapt, supplement, and elaborate on those materials and also monitor the progress and needs of the students and finally evaluate

students.

Read more : Selecting & Developing Teaching-Learning

Materials http://iteslj.org/Articles/Kitao-Materials.html

4.4 The Need to Adapt Materials

Material adaptation is the process of modifying an existing material/resource into

one that serves a different purpose or for a different group of learners.

Materials are usually adapted for their:

format (eg: from a newspaper article to a picture series)

language level (eg: from advanced learners to less proficient learners)

focus skill (eg: from a reading text to a listening text)

4.5 Criteria for Selection and Adaptation of Materials

The criteria comprises of four main aspects :

learners age and maturity level

learning styles

proficiency levels

exploitability

Material adaptation can save time and money if changes

needed are not extensive. For example, the technical content

may require a few changes, and the adaptation may be able

to take advantage of creative concepts and formats proved

successful elsewhere. There may still be a need, however, to

adjust the material or product for a different culture or

context, including messages, visuals, and language

Read more : http://www.c-changeproject.org/sites/default/files/C-Bulletin-10.pdf

4.5.1 Learners Age and Maturity Level

Age refers to the number of years a person has lived while a persons

behaviour and cognition are reflected through his maturity level. It is a

common belief that a persons age is proportional to his maturity level,

which is the older you are, the wiser you become. However, this is not

always the case.

In the classroom for example, a teacher is faced with a group of 10 year

olds. The cognition or learning abilities of these pupils range from what is

commonly termed as smart, average and weak. Taking this scenario of a

mixed-ability class, it is crucial that the teacher designs teaching-learning

activities to suit her pupils. This calls for a need to adapt materials suited

for each group.

I think giving weaker students in the class a written task that is too

difficult can do a great deal of damage. They become

discouraged. They feel that English is too difficult for them. They

lose motivation. They lose confidence. Giving stronger students a

task that is too easy is not so damaging I believe but still doesn't

really benefit the student a great deal and may do damage to their

motivation.

Read more: Writing Tasks for Mixed Ability Classes http://www.eltnews.com/columns/young_learners/2009/03/writing

_tasks_for_mixed_abilit.html

4.5.2 Learning Styles

It is acknowledged that individuals have different learning styles. Some

learn better by reading printed materials while others prefer to listen to

audio texts. Generally, people have a mixed range of styles; some may

find they have a dominant style while for others the style changes

depending on the learning circumstances.

The Seven Learning Styles

Visual (spatial) You prefer using pictures, visuals, images

and prints

Verbal (linguistic) You prefer using words, both in speech and

writing

Aural (auditory-musical) You prefer sound and music

Physical (kinesthetic) You prefer using your body, hands and

sense of touch

Logical (mathematical) You prefer using logic, reasoning and

systematic approaches

Social (interpersonal) You prefer to learn in groups or with other

people

Solitary (intrapersonal) You prefer to work alone and use self-study

Source : http://www.ldpride.net/learningstyles.MI.htm

Applying multiple learning styles strategies in the classrooms could result

in more conducive learning environments.

Student learning styles may be an important factor in the success of

teaching and may not necessarily reflect those that teachers

recommend" says Jack C. Richards, noted Linguistics professional

and an author of the INTERCHANGE EFL / ESL series course

books. Knowledge of our students may tell us that certain learning

styles should preferably be addressed.

Read more : Creating Materials for the ESL Classroom

http://www.eslbase.com/articles/creating-materials

Adapting materials to suit our pupils learning styles is one way of

ensuring learners success in the ESL classrooms. Below are a few

ideas:

pictures or illustrations are added to a reading text

pupils perform a series of actions as instructed in an audio

recording

reading texts are adapted to appear as cause and effect charts.

4.5.3 Proficiency Levels

Proficiency levels among ESL learners vary from high to less proficient or

from Level 1 5. Heres an example:

English Language Proficiency Levels

Level 1 Preproduction The learner does not understand or speak English with the exception of a few isolated words or expressions.

Level 2 Beginning/Production The learner speaks and understands conversational English with hesitancy and difficulty. The learner is at the pre-emergent or emergent level of reading and writing skills.

Level 3 Intermediate The learner speaks and understands conversational and academic English with some amount of effort. The learner is post-emergent, developing both reading and writing skills.

Level 4 Advanced intermediate The learner speaks and understands conversational English without difficulty but displays some hesitancy in academic English. The leaner is able to read fluently and comprehend texts; needs assistance in writing tasks.

Level 5 Advanced The learner speaks and understands converstational and academic English well. The learner is proficient in reading

and writing skills, requiring only occasional support.

Source : http://ell.dpi.wi.gov/files/ell/pdf/elp-levels.pdf

Materials have to be adapted to suit these range of learners. For example, the

teacher simplifies the vocabulary of a reading passage to make it more

comprehensible to her less proficient pupils.

Writing tasks are also designed to suit the pupils proficiency levels. Below is an

example of a task designed for pupils of different proficiency levels.

Level 2

Pupils are a given picture series of a road accident. Teacher provides

sentence strips and pupils match the strips to the correct pictures.

Pupils copy the sentences in their worksheet.

Level 3

Pupils are given a picture series of a road accident. Word cues are

provided. Pupils select appropriate words for each picure. Using the

selected words, pupils construcat sentences describing each picture.

Level 4

Pupils are given a picture series of a road accident. In groups, pupils

brainstorm for appropriate words or phrases to describe each picture.

Pupils write about the accident in the form of a narrative essay

Level 5

Pupils are given a composite picture of a road accident. Pupils take

on various roles as depicted in the picture and write an eyewitness

account of the accident.

4.5.4 Exploitability

Exploitability refers to how a selected material can be used to develop the

learners language skills. When an ESL teacher selects a material, there

are various ways to adapt the material to teach different skills in other

words, the original material is exploited in many ways. Below is an

example:

The teacher selects the story The Ant and The Dove

Source : http://www.aesopfables.com

The teacher begins by adapting the story to suit the proficiency

level of her pupils. Some parts in the story may have to be

simplified, for example:

An Ant was thirsty.

It went to the river bank to drink some water

The teacher then exploits the story in a number of ways. Here are

some suggestions:

(i) Listen and complete the story

(ii) Retell the story in your own words

(iii) Rewrite the story into a dialogue

(iv) Write a poem based on this story

The Ant and the Dove An Ant went to the bank of a river to quench its thirst, and being carried away by the rush of the stream, was on the point of drowning. A Dove sitting on a tree overhanging the water plucked a leaf and let it fall into the stream close to her. The ant climbed onto it and floated in safety to the bank. Shortly afterwards a birdcatcher came and stood under the tree, and laid a trap for the Dove, which sat in the branches. The Ant, perceiving his design, stung him in the foot. In pain the birdcatcher threw down the trap and the noise made the Dove take wing.

.

Tutorial Task

1. Select a short story and adapt it for an average Year 4 class of

ESL learners. Suggest suitable writing activities based on the story

you have adapted.

References


Bakti

5.0 SYNOPSIS

Topic 5 discusses assessment strategies and feedback which includes aspects to

consider when implementing these strategies.



design assessment strategies for writing

provide effective feedback

5.2 FRAMEWORK

TOPIC 5 : ASSESSING WRITING SKILLS

Assessing Writing Skills

Assessment

Strategies

Provide

Feedback

5.3 Assessment Strategies

Assessment on writing is imperative in order to gather information for the

purpose of guiding instruction. It is meant to be specific on the pattern to be

observed/addressed. Writing samples should be assessed across a variety of

purposes for writing to give a complete picture of a student's writing performance

across different text structures and genres. It is invaluable to both students, who

can learn from their errors, and teachers, who can check the students' progress

and identify specific problems.

These simple classroom measures can fulfil various functions of assessment

including: identifying strengths and weaknesses, planning instruction, evaluating

instructional activities, giving feedback, monitoring performance, and reporting

progress.

Assessment strategies may depend on the information required by the assessor.

Each strategy offers unique methods and instruments. The key is to understand

their different writing purposes, how they can be structured and categorised, and

finally, what to do with the results. It is not necessary to use all methods possible

within a category, but all categories should be included in an assessment plan.

5.3.1 What to consider when designing an assessment:

aspects of writing taken into account (example: content, organization,

grammar, vocabulary, spelling)

type of descriptors to be used (example : numbers, letters, words such

as excellent, good, fair)

criteria to be established to understand what each descriptor

represents. These criteria could be arranged in holistic scales (general

descriptions of writing ability) or analytic scales, which separate the

aspects of writing into different units.

5.4 Feedback

Feedback, like assessment, compares standards and expectations with actual

student performance to evaluate the quality of work. However, the purpose of

feedback differs from that of assessment in that the purpose of feedback is to

highlight those areas of performance which satisfied standards and expectations,

rather than to grade the performance.

It is important that teachers clarify standards and expectations before students

engage in the writing task. By doing so, students will learn how to assess their

own performance in the future. The feedback process provides an opportunity for

teachers and students to engage in meaningful dialogue about what

differentiates successful performance from unsuccessful as they together review

expectations and standards (Fink, 2003)

5.4.1 Effective feedback is:

provided as quickly as possible once the written task is carried out;

a deliberate teaching tool, which notes the quality of the performance

and how it can be improved;

individualised and focused on the students performance not on her or

him as a person;

able to clarify the criteria against which the students performance is

being judged and the standards for different levels of performance;

strategic - not too little, not too much; shaping student development,

step-by-step over time. Students can be challenged without being

overwhelmed.

an opportunity to point beyond particular assessment tasks to assist

performance of later tasks.

Tutorial Task

1. Obtain a sample of a pupils written work and study it. Discuss ways to

provide feedback and justify the feedback given.

References


Bakti

Written feedback is an essential aspect of any English language

writing course. This is especially true now with the predominance of

the process approach to writing that requires some kind of second

party feedback, usually the instructor, on student drafts. So

dependant is current writing instruction on instructor feedback that

Kroll (2001) describes it as one of the two components most central

to any writing course with the other being the assignments the

students are given. The goal of feedback is to teach skills that help

students improve their writing proficiency to the point where they are

cognizant of what is expected of them as writers and are able to

produce it with minimal errors and maximum clarity.

Read more Providing Feedback on ESL Students Written

Assignments http://iteslj.org/Techniques/Williams-Feedback.html

Fink (2003). A Self-Directed Guide to Designing Courses for Significant Learning

Retrieved from

http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf

Raimes, A. Techniques in Teaching Writing.(1983). Cambridge University Press (p139)

6.0 SYNOPSIS

Topic 6 introduces you how to interpret the writing skills in the syllabus. It also

discusses how to select and prepare activities for teaching different levels of writing

skills.



plan lessons to develop writing skills

design appropriate writing activities to suit different levels of learners.

6.2 FRAMEWORK

TOPIC 6 (Part I) : PLANNING FOR TEACHING WRITING

Planning for Teaching Writing

Interpreting the

writing skills in the

syllabus

Selecting and

preparing activities for

teaching different

levels of writing skills

Grading and

sequencing the writing

lessons according to

level of difficulty

6.3 Interpreting the Writing Skills in the Syllabus KBSR English Syllabus

The focus is on developing learners writing ability beginning at the word and

phrase levels and progressing to the sentence and paragraph levels. For

learners who are able and capable, they must be encouraged to write simple

compositions comprising several paragraphs.

Attention is also paid to penmanship so that even from a young age, learners are

taught to write clearly and legibly both in print and cursive writing.

In writing simple compositions, learners are taught the various steps involved in

writing such as planning, drafting, revising, and editing. In the process, they are

also taught to use appropriate vocabulary and correct grammar to get their

meaning across clearly.

Although much of the writing at the primary level is guided, the amount of control

is relaxed for learners who are able and proficient in the language. All learners

are encouraged to write for different purposes and for different audiences.

Spelling and dictation are also given emphasis.

By the end of their primary schooling, learners should be able to write lists,

messages, letters, instructions, directions, simple poems and stories,

descriptions, simple recounts and simple reports for various purposes.

6.4 Interpreting the Writing Skills in the Syllabus KSSR English Syllabus

The approach adopted in the Standard-based curriculum is underpinned by the

following principles:

Back to basics - It is essential for teachers to begin with basic literacy

skills in order to build a strong foundation of language skills. The strategy

of phonics is introduced in order to help learners begin to read and a good

foundation in penmanship will help pupils acquire good handwriting.

Learning is fun, meaningful and purposeful. Lessons, which emphasise

meaningful contexts and the integration of language skills, allow learners

to learn by doing fun-filled activities. Contextualised as well as purposeful

activities will promote the fun element in language learning.

6.5 Selecting and Preparing Activities for Teaching Different Levels of Writing

Skills

Activities in a lesson plan should show connectedness and progress from easy to

difficult - from modelled writing to independent writing. This is reflected in the

way the curriculum specification is organised. For example with reference to

Huraian Sukatan Pelajaran Year 4 KBSR (page 30) :

4.3 Match words to linear and non-linear representations

Level 1 4.3.1 Match phrases to pictures

Level 2 4.3.2 Match words to signs

Level 3 4.3.3 Match words to other words

When planning for writing lesson, the flow of the lesson plan should begin with

Level 1 before progressing into Level 2 and 3 for this particular matching

exercise. This is to ensure learners are able to grasp proper understanding of the

lesson and to successfully achieve intended objectives.

6.6 Grading and sequencing the writing lessons according to level of difficulty.

Teachers need to sequence their writing lessons in some logical order.

Basically, at the earliest levels, a lesson may involve providing multiple and

varied context for practising handwriting and/or spelling, teaching and creating

occasions for meaningful practice in punctuation, as well as providing occasions

for using what language they have for real communication.

At later phases the writing lessons could focus on the process involved in

producing a written document such as a letter or a story.

For samples, refer Nesamalar Chitravelus ELT Methodology:

Principles and Practice (pg.180)

Tutorial Task

1. Refer to the KSSR English syllabus and compile a list of writing skills as

stated in the syllabus.

2. Collect a range of writing lesson plans from your colleagues. Identify the

level of these lessons based on the pupils proficiency levels.

References


Bakti

Huraian Sukatan Pelajaran. Kementerian Pelajaran Malaysia.

6.7 SYNOPSIS

Topic 6 introduces you to lesson planning. It also provides you with information on the

pedagogical principles for a writing lesson using the Product Approach, as well as the

stages of a writing lesson using the Process Approach.



state the pedagogical principles for a writing lesson using the product

approach

describe the stages of a writing lesson using the process apporach

6.9 FRAMEWORK

TOPIC 6 (Part II) : LESSON PLANNING

Lesson Planning

Pedagogical principles for a

writing lesson using

the Product Approach:

1. Controlled Writing

2. Guided Writing

Stages of a writing lesson

using the Process Approach:

1. Three broad stages

2. Based on genre

6.10 Pedagogical Principals for a Writing Lesson Using the Product Approach:

Controlled Writing

6.10.1 Controlled Writing:

are tasks that provide practice in writing error- free sentences or

paragraphs on a given topic

is the first step towards writing composition

is useful for learners with relatively little knowledge of English, to

gain mastery of sentence patterns

is characterised by maximal teacher input and minimal learner input

(learners neither contribute ideas nor organise the writing)

6.10.2 Techniques for controlled writing through:

6.10.2.1 Substitution tables

This is a completely controlled activity which enables learners

to construct structurally and grammatically correct sentences.

6.10.2.2 Parallel writing

At the simplest level, learners need only replace selected words

(e.g. nouns and adjectives); at a more advanced level,learners

study a model, then write on a similar theme using the sentence

structures of the model text as a guide.

6.10.2.3 Question and answer technique

Learners are given notes or a text to read in order to answer a series of questions.

Example 1:

What do you do first? (First, I )

What do you do next? (Next, I .) etc.

In this example, learners learn to write a paragraph using

sequence connectors.

Example 2:

Last Friday, my friends and I went to Kellies Castle. I brought

a bottle of water and a camera with me. I carried a haversack as

well.

1. Where did you go last Friday?

2. What did you bring with you?

3. What did you carry?

In this example the cue questions will enable learners to be

aware of the chronological organisation and narrative writing

style.

6.10.2.4 Filling in blanks

The teacher predetermines the writing skill (eg: selecting appropriate details) or language feature (eg: noun, verb, adverb etc.). Learners complete the writing task by filling in the blanks.

6.10.2.5 Dictation

This activity provides learners with models of sentence

structures and models of text organisation commonly used in

writing. It also allows learners to practise spelling and

punctuation

Teacher needs to provide immediate feedback by displaying the

original text, whereby learners correct their own work or do peer

correction

6.11 Pedagogical Principals for a Writing Lesson Using the Product Approach:

Guided Writing

6.11.1 Guided Writing:

It acts as a bridge between controlled and free writing

theres more learner input in guided writing than in controlled writing

the context and form of the sentences is not imposed upon by the

teacher, but can be generated by the class together as a pre-writing

activity (i.e. short notes, list of questions, arguments for/against an

issue on the board)

6.11.2 Guided Writing Activities

6.11.2.1 Writing from class generated guidelines

from a discussion, a class may come up with notes and

questions which provide a guideline for the organisation of ideas

on a 100-word composition entitled My Best Friend.

6.11.2.2 Picture composition with skeleton outline

- based on a picture series, the teacher asks learners to create a story based on the pictures

- the teacher writes key words on the board based on learners responses

- learners use the words/phrases they have contributed in

order to complete the picture composition

6.11.2.3 Writing from short notes

- based on given short notes, learners write a composition.

Example:

One hot day walking home - sports practice strange box

- ground took - opened found police owner grateful

6.11.2.4 Dicto-comp (combines dictation and composition)

- learners reconstruct a text dictated to them

- encourages learners to use specific sentence patterns and

produce specific types of writing narrative, descriptive,

argumentative or expository

6.12 Stages of a Writing Lesson Using the Process Approach:

Three broad stages

6.12.1 Stage 1: Prewriting

The teacher/the class collectively selects a topic

Learners generate ideas through discussion (whole class initiated by

teacher/pair/small group), brainstorming, listing, quickwriting and

mind- mapping

Learners organise ideas generated to be placed at the beginning,

the middle or the end of their writing.

6.12.2 Stage 2: Writing

Learners write the first draft, and make changes as they progress into

the writing stage

Learners need to be reminded of their writing purpose (e.g. to

persuade, to invite etc.) and the audience they are targetting (their

parents, their friends etc.) so that they can select the most suitable

words, style and sentence construction

Feedback is where pupils receive most guidance on how to improve

their writing skills, through questions posed by teachers and peers

- What is the essay about?

- Why are you writing about it?

- Who is your audience?

- What is your favourite part?

Feedback also includes comments raised by teachers or peers, in

which the learners discover, clarify and refine what they have written.

Learners rewrite/revise their compositions incorporating insights from

the feedback session. This rewriting allows the pupils to :

make their meaning clearer through more precise words and

apt relationship of ideas, substitute a poor example for a

better example resulting in a more interesting piece of writing

add ideas,facts, details or explanations and remove anything

unrelated or irrelevant

improve their introduction and conclusion where necessary

reorder the sequence of ideas or the sentences/words in a

paragraph

The teacher ideally gives individual oral feedback to learners in order

for them to edit their revised compositions.

Learners proof read the revised version of their writing. The teacher

collects the work and edits them, focussing on their content,

organisation, grammar and sentence structure.

6.12.3 Stage 3: Publication

Publishing involves sharing learners writing with an audience. It is

pertinent for learners to proof-read their final piece of writing to

ensure they are error-free

Learners final writing products are best displayed on the bulletin

board, or published in the class newsletter.

6.13 What is genre?

Anything from a menu to a wedding invitation, from a newspaper

article to an estate agent's description of a house

Pieces of writing of the same genre share some features, in

terms of layout, level of formality, and language

These features are more fixed in formal genre, for example

letters of complaint and essays, than in more 'creative' writing,

such as poems or descriptions

The more formal genre often feature in examinations, and may

also be relevant to learners' present or future 'real-world' needs,

such as university study or business.

6.14 Stages of a Writing Lesson Using the Process Approach: Based on genre

Generating ideas

Focusing ideas

Focus on a model text

Organising ideas

Writing

Peer evaluation

Reviewing

6.14.1 Generating ideas

Often the first stage of a process approach to writing

Even when producing a piece of writing of a highly conventional

genre, such as a letter of complaint, using learners' own ideas can

make the writing more memorable and meaningful

Before writing a letter of complaint, learners think about a situation

when they have complained about faulty goods or bad service (or

have felt like complaining). They tell a partner about it.

6.14.2 Focussing ideas

Another stage taken from a process approach

Involves thinking about which of the many ideas generated are the

most important or relevant, and perhaps taking a particular point of

view

As part of the essay-writing process, learners, in groups , put the

ideas generated in the previous stage onto a 'mind map'

The teacher then draws a mind-map on the board, using ideas from

the different groups. At this stage the teacher can also introduce

some useful collocations (word combinations i.e. crying shame or

great success) which gives the learners the tools to better

express their own ideas

Sample of a generating-ideas activity:

Teacher gives a theme or situation. Teacher tells learners to

individually write their ideas for about 10 minutes, without stopping

and without worrying about grammar or punctuation.

If they do not know a particular word in English, they can write it in

their L1. Learners then compare what they have written. They are

encouraged to use a dictionary to locate the English words /

phrases which they have written in their L1.

6.14.3 Focus on a model text

The use of model texts is often prominent in product or genre

approaches to writing. Model texts will help raise learners'

awareness of the conventions of typical texts of different genres in

English.

Sample activity

The teacher gives each group several pieces of writing comprising

of a similar genre. Each group is given a genre analysis form in

which pupils identify the features and language those writing have

in common. This raises their awareness of the features of the

genre and gives them some language 'chunks' they can use in

their own writing later on.

Example

Learners identify the function of different paragraphs in a piece of

writing. For example, in a job application letter, the functions of the

paragraphs might be something like

i) reason for writing

ii) how I found out about the job

iii) relevant experience, skills and abilities

iv) closing paragraph requesting for an interview

6.14.4 Organising ideas

Using model texts as earlier examples, learners can then progress

to organising their own ideas in a similar way

Based on a given topic / situation, learners come up with a draft

framework of their writing. The framework comprises of main points

and paragraphing. These framework, done either individually or in

groups, can then be pinned up around the room for comments and

comparison.

When preparing to write an essay, learners could combine some of

the ideas from their peers framework into main and supporting

statements.

6.14.5 Writing

In a pure process approach, the writer goes through several drafts

before producing a final version. In practical terms, this is not

always possible as the teacher is faced with time constraint and

large classes.

Nevertheless, a teacher can work out a drafting session based on

a rotation basis among groups of learners.

The writing itself can be done alone, at home or in class, or

collaboratively in pairs or groups. Those with access to a word

processor can then use it to facilitate the redrafting process.

6.14.6 Peer evaluation

Peer evaluation of writing helps learners to become aware of an

audience other than the teacher. If learners are to write a second

draft, the teacher will ask other learners to comment on what they

liked or did not like about the earlier piece of work, or what they

found unclear. Their comments can then be incorporated into the

second draft.

The teacher can also respond by commenting on the content and

the organisation of ideas. At this stage, there is no final grade

evaluation yet nor correcting of details such as grammar or

spelling.

6.14.7 Reviewing

When writing a final draft, learners should be encouraged to check

the details of grammar and spelling, which may have taken a back

seat to ideas and organisation in the earlier stages.

Instead of correcting learners writing, the teacher uses codes to

help learners correct their own writing and learn from their

mistakes.

Here is an example of a writing correction code

Code Use Example

WW Wrong word As our plane flew on the mountains, we saw snow.

WT Wrong time As our plane flew over the mountain, we see snow.

WF Wrong form As our plane flew over the mountains, we were seeing snow.

WO Wrong order As our plane over the mountains flew,

we saw snow.

SP Spelling As our plane flue over the moutains, we

saw snow.

P Punctuation As our plane flew over the mountains;

we saw snow.

X Extra word As our plane flew over to the mountains

we saw snow.

M Missing word As our plane flew over the mountains, __saw snow.

RW Re-write Plane flew mountains, snow saw.

Source : http://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf

Tutorial Task

1. Select a genre and plan an outline of a writing lesson using the process

approach. Share the outline with your peers and get feedback from them.

2. Obtain a sample of a pupils written work. Correct the work using your

own set of correction code. Show your corrections to your peers for

comments.

Reference

Writing correction code

This is a common tool to optimise learning opportunites from

mistakes leaners make in written homework and to encourage

the editing stages of process writing. You show the learners

where the mistakes are and then they try to correct them as a

second sta

module tsl 3107

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