s4 english language writing process general introduction l1 lt

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Overview

Thislessonexplainsthewritingprocessandofferspracticaltechniquesforapplyingitinyourclassroomto

helplearnersbecomeproficientwriters.

Resourcesneeded

Anythingthatcatcheslearners’interestsuchas:newspaperandmagazineclippings,photographs,songs,

poems,etc.

SpecificObjectives

• Writingprocess:prewriting,planning,drafting,post-writing.

• Workconfidentlyandfreelyonanykindofwriting.

• Writecoherentlyandconcisely.

• Workconfidentlyandfreelyonanykindofessay-typetask.

• Assessthequalityofapieceofwritingintermsofaccuracy.

• Enablethemtoproducecohesiveandcoherentshortpiecesofwriting,(narrative,descriptive,and

argumentative)aswellasinformalandformalletterandemails.

• DeveloptheirfluentspokenEnglish.

LessonObjectives

• Identifythedifferentstagesofwritingprocess.

• Producequalitymaterialintheirwriting.

• Improvelearners’writingskillsfromtheirownexperiencesorobservations

Linkedtoothersubjects

• History

GeneralIntroduction

ProcessWriting

Lesson 1 of 5

Developed byBerthe K.FURAHA

50 minutes

Class group andpairs

English S4



Evaluation

Attheendofthelessonthelearnerwillprovethathe/sheiscompetentby:

• Identifyingthedifferentstagesofwritingprocess.

• Producingqualitymaterialintheirwriting.

• Improvinglearners’writingskillsfromtheirownexperiencesorobservations.

Terminology

Terminology Definition

Writing Writingisagoodwaytostimulatelearningandcriticalthinking.

Process Aseriesofactionsthataredoneinordertoachieveaparticularresult.

Pre-writing Prewritingisthestageinthewritingprocessthatallowsawritertofleshout

herideaandturnitintoaplanforacoherentdocument.

Drafting Apieceofwritingoraplanthatisnotyetinitsfinishedform.

Revising Lookingagainatwhatyouwritesothatyouadd,substitute,delete,and/or

modifythecontenttoclarifymeaningandexpandideas.

Editing Toprepareabookorarticleorprintingbydecidingwhattoincludeandin

whatorder.

Publishing Arrangingforbooks,magazinesetctobewritten,printed,andsold.

Whatotherresourcesareavailable?

Books

Sitima,J,Maulidi,Fetall2009CommunicationSkills,Book1.BundaCollegeofAgriculture.Malawi

University.

Glencoe2000GrammarandCompositionHandbook .McGraw-Hill.NewYork.Page324-337

Internet

• Texasat:http://www.texasat.net/docs/Writing%20Process%20Stages.pdf hasusefulinformationabout

stagesofwritingprocess.

• eHow:http://www.ehow.com/how_5193466_writing-process.html providessomeinformationon

writingprocess



Step1:Introduction

Duration: 10minutes

Classorganisation:Pairwork

Tointroducethislesson,youcanaskthelearnerstodiscussthefollowingquestions:

1. Doyoulikewriting?

2. Whatkindsofthingsdoyoulikewriting?

3. Whatproblemdoyoufacewhilewriting?

4. Howdoyouresolvethefacedproblemwhilewriting?

Possibleanswers:

1. (Open)

2. song,poem,shortstories,etc

3. Spelling,speed,passingthemessage,etc.

4. (Open)

Step1:WritingProcess

Duration:30minutes

Classorganisation: Pairwork

TellthelearnersthattheSuccessinwritinggreatlydependsontheirattitude,motivation,and

engagement.Thewritingprocessistheretoguidethem,plantheirwritingandcreateapublishable,final

draftoflearners'workofwhichlearnerscanbeproud.Thewritingprocessinvolvesteachinglearnersto

writeinavarietyofgenres,encouragingcreativity,andincorporatingwritingconventions.

Thefollowingarewaystoimplementeachstageofthewritingprocess:

1. Prewriting:Thisstageinvolvesbrainstorming,consideringpurposeandgoalsforwriting,usinggraphic

organizerstoconnectideas,anddesigningacoherentstructureforawritingpiece.Forexample,you

canhavelearnersbrainstormindividuallyorinsmallgroupswithaspecificprompt,suchas:

• “Makealistofimportantpeopleinyourlife.”

• "Examinesomepicturescloselyandthenwritewhatyouobserve.”



2. Drafting:Atthisstage,learnersworkindependently.Conferwithlearnersindividuallyastheywrite,

offeringpraiseandsuggestionswhileobservingareaswithwhichlearnersmightbestruggling.

3. RevisingandEditing:Atthisstage,youhavetomakesurethatyourwritingisclearandwell

organised.Haveyouaccomplishedyourgoals?Showlearnershowtorevisespecificaspectsoftheir

writingtomakeitmorecoherentandclear.Youcanmodelreadingyourownwritinganddoathink

aloudabouthowyoucouldaddmoredetailsandmakeitclearer.Teachlearnerstorereadtheirown

workmorethanonceastheythinkaboutwhetheritreallyconveyswhattheywanttotheirreader.

Readingtheirworkaloudtoclassmatesandotheradultshelpsthemtounderstandwhatrevisionsare

needed.

4. Rewriting:Atthisstage,havelearnersincorporatechangesastheycarefullywriteortypetheirfinal

drafts.

5. Publishing:thisisthelaststageinwhichyouencouragelearnerstopublishtheirworksinavarietyof

ways,suchas:

• Aclassbook

• Bulletinboard

• Letterstotheeditor

• Schoolnewsletter

• Website.

Ithasbeensaidthat“havinganauthenticaudiencebeyondtheclassroomgivesstudentwritingmore

importanceandhelpsstudentstoseeadirectconnectionbetweentheirlivesandtheirliteracy

development.”

Step3:Exercise

Duration:10minutes

Classorganisation: Classgroup

Asklearnerstothinkofatopicfromtheirownexperiencesorobservationsaboutwhichtheywillwritein

thenextlesson.Whenlearnersarereadywiththetopics,askthemtoclusterthem.Clusteringisa

techniquethatallowsyoutomapoutyourthoughtsandconnectthemvisually.Youjustwriteyourtopic

inthemiddleofapieceofpaper.Asyouthinkaboutthetopic,brieflywritedowneverythingthatcomes



tomind.Connecteachwordbydrawingarrowsordrawinglinestothemainideainthecentre. Thechat

belowistheexampleofClustering.

GENDER

WomenEmancipation Equalrightwithmen

Economicall

Socialsettin Politics

Reli ionGenderViolence

Causes

Effects

Measure

Disres ectSexualImmoralit

AlcoholismPovert

Lossoflives Povert

Destructionof ro ert

Divorceandse aration

Famil ne lect

Measurestaken solution

Parliament olitics Education FAWEGirls’School

GenderViolence

Education

Parliament

Women

Em owerin Women

Ri htsofWome

Equalemployment

Opportunitieswithmen

Marria e

Lifeandeducation

Inherit ro ert

A ainstviolence

Join olitics

Own ro ert



Evaluation

Thefollowingcriteriawillbeusedbytheteachertoevaluateyourpresentation:

CRITERIA 3 2 1 0 TOTAL

Content Alltherequired

informationabout

thechosentopic

wasgiven.

Theinformation

aboutthechosen

topicwasgivenbut

notallwascorrect.

Only50%ofthe

required

informationwas

givenormostof

itwasincorrect.

Noneofthe

required

informationabout

thechosentopic

wasnotincluded

3

Spelling Lessthanx

mistakes

Lessthanx

mistakes

Needattention Notacceptable.

Morethanx

mistakes

3

Conclusion

Writingisaprocessdoneindifferentstages.Allthestagescanberepeatedmanytimesduringthewriting

process.Ofcourse,writingisn'talwaysaseasyasitsounds.Youthink,"Okay,Ihaveanidea.Iwillputit

onpaper."Sometimestheideasarenotsosimplethattheycanbeputintowords.Theimportantthingis

togettheideasoutofyourheadandontopaper.Youcaneditpoorwriting,butyoucannoteditwords

thatarenotwritten.Hence,makesurethatyougettheresultyouwant.

HomeworkActivity

Chooseonetopic.

• Asklearnerstochooseapersontowriteabout.Theycandescribethepersonphysicallyorwriteabout

theirjob.Therearemanythingsastudentcanwriteaboutforoneperson.

• Writeaboutyourschool.

AdditionalActivities

Chooseonetopicandwriteeverythingthatcomesinyourmindofthechosentopic:

• WhoamI?

• AID/HIV.

References

Sitima,J,Maulidi,Fetall2009.CommunicationSkills,Book1,BundaCollegeofAgriculture:Malawi

University.Page72

Glencoe2000GrammarandCompositionHandbook .McGraw-Hill.NewYork.Page324-337

Baker,J,Westrup,H,2000.EnglishLanguageTeacher’sHandbook .VSOContinuum.Page75

s4 english language writing process general introduction l1 lt

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