Teaching Writingprepared by:

Jaser bin Mohammad Al-Sha’alani East Supervision Center

1426/1427AH/ 1

Teaching Writingprepared by:

Jaser bin Mohammad Al-Sha’alani East Supervision Center

1426/1427AH/ 1

Outcome: Students engage in a “writing process” to write for a number of different purposes.

0.1 Teachers teach students the stages of the writing process.

0.2 Directed teaching of writing occurs daily and includes implementing preplanned mini-lessons focusing on teaching students a variety of aspects of each stage of the writing process.

0.3 Teachers develop and implement an efficient classroom

management system for supporting each student in the

various stages of the writing process.

0.4 Teachers support all students with personalized scaffolding

strategies, as needed, in the prewriting stage, including

identifying reason for writing, choosing a topic, identifying

audience, determining form, etc.

0.5 Teachers support all students with personalized scaffolding strategies, as needed, in the drafting stage, including finding, ordering, and selecting information about which to write, etc.

0.6 Teachers support all students with personalized scaffolding strategies, as needed, in the revising (for clarity) stage, including choice of grammar, determining amount of information, presenting information in different way, use of graphics, etc

0.7 Teachers support all students with personalized scaffolding strategies, as needed, in the publishing stage, including making final copy, selecting a way to share with intended audience (e.g., bookshelves, author’s chair/share, bulletin boards, “binding”, etc.).

0.8 Students are given routine opportunities to discuss their writing with their peers/others/intended audience.

0.9 Each student has a writing portfolio that contains at least 5 publications representing different forms. All 5 publications have evidence of progress through each phase of the writing process.

Why teach Why teach writing?writing?

Reading ImprovementReading Improvement

Required CommunicationRequired Communication

Influence OthersInfluence Others

Thought ClarificationThought Clarification

Purposes of WritingTo record events

To explain

To hypothesize

To persuade

To invite a response

To predict

To command, direct, or request

To amuse, entertain

To narrate

To invent

To inform

To find out

To invite reflection

To summarize

To comment or give an opinion

Dancing with the Pen

STAGES OF THESTAGES OF THEWRITING PROCESSWRITING PROCESS

~ PREWRITING ~~ DRAFTING ~~ REVISING ~

~ PROOFREADING ~~ PUBLISHING ~

PrewritingPrewritingThe writer establishes and clarifies a purposeThe writer establishes and clarifies a purpose

of writing, brainstorms possible topics, collects of writing, brainstorms possible topics, collects pertinent materials, identifies an audience, chooses pertinent materials, identifies an audience, chooses an appropriate form of writing, and establishes an an appropriate form of writing, and establishes an

initial organizational strategy.initial organizational strategy.

The teacher helps students select topics, The teacher helps students select topics, encourages them to talk to generate ideas and encourages them to talk to generate ideas and language about the topic, provides resources, language about the topic, provides resources,

suggestions, and materials and discusses suggestions, and materials and discusses appropriate format and audience.appropriate format and audience.

INSPIRATION FOR TOPIC IDEASINSPIRATION FOR TOPIC IDEAS

•PERSONAL INTEREST INVENTORIESPERSONAL INTEREST INVENTORIES•CLASS INTEREST INVENTORIESCLASS INTEREST INVENTORIES•MAGAZINES, NEWSPAPERS, MAGAZINES, NEWSPAPERS, PERIODICALSPERIODICALS•RADIO, TV, INTERNETRADIO, TV, INTERNET•INTERVIEWSINTERVIEWS•DREAMS, MEMORIES, EXPERIENCESDREAMS, MEMORIES, EXPERIENCES•LITERATURE RESPONSELITERATURE RESPONSE•DISCUSSION, BRAINSTORMING, DISCUSSION, BRAINSTORMING,

ROLE PLAYING, IMAGINATIONROLE PLAYING, IMAGINATION

• BRAINSTORMINGBRAINSTORMING• FREE WRITINGFREE WRITING• TOPIC OR WORD TOPIC OR WORD

CHARTSCHARTS• LISTSLISTS• JOURNALLINGJOURNALLING• WEBBINGWEBBING• MAPPINGMAPPING

• CLUSTERINGCLUSTERING• IMAGE IMAGE

STREAMINGSTREAMING• VISUALIZATIONVISUALIZATION• FAST WRITINGFAST WRITING• GRAPHIC GRAPHIC

ORGANIZERSORGANIZERS• THINKINGTHINKING• DAYDREAMINGDAYDREAMING

PPRREEWWRRIITTIINNGG S STTRRAATTEEGGIIEESS~~ Graphic Organizers – brainstorming webs, Graphic Organizers – brainstorming webs,

mind maps, and other charts that help organize mind maps, and other charts that help organize

thoughts and ideas thoughts and ideas ~~

~~ Come Aboard a R.A.F.T. – Role, Audience, Come Aboard a R.A.F.T. – Role, Audience,

Format, Topic Format, Topic ~~

~~ Descriptive Word Prompters Descriptive Word Prompters ~~

~~ Five Senses Chart Five Senses Chart ~~

~~ Handprint Organizer Handprint Organizer ~~

DraftingDraftingThe writers express ideas in an uninterrupted flow The writers express ideas in an uninterrupted flow while keeping the purpose and audience in mind. while keeping the purpose and audience in mind.

They get information on paper, concentrate on They get information on paper, concentrate on content and explore topic possibilities. Invented content and explore topic possibilities. Invented

spellings, blanks, cross-outs, and abbreviations are spellings, blanks, cross-outs, and abbreviations are acceptable.acceptable.

The teacher offers encouragement, helps organize The teacher offers encouragement, helps organize information, gives assistance focusing on the topic, information, gives assistance focusing on the topic,

provides enough time and structure to ensure provides enough time and structure to ensure students get off to a good start. students get off to a good start.

What is the purpose for writing this piece?What is the purpose for writing this piece?

What will my audience want to know about this What will my audience want to know about this topic?topic?

How can I best arrange my information?How can I best arrange my information?

What main ideas do I want to present?What main ideas do I want to present?

What details will support my main ideas?What details will support my main ideas?

What will make a good lead to catch the What will make a good lead to catch the reader’s attention?reader’s attention?

How can I end the piece effectively?How can I end the piece effectively? -Gary R. Muschia

Revising Revising The writers narrow down topics, eliminate The writers narrow down topics, eliminate

irrelevant writing, reorganize writing, write irrelevant writing, reorganize writing, write additional drafts, and research information. additional drafts, and research information.

Content quality, clarity, smooth flowing Content quality, clarity, smooth flowing ideas, and descriptive language is ideas, and descriptive language is

emphasized.emphasized.

Teachers encourage peer revision sessions Teachers encourage peer revision sessions and encourage students to talk to other and encourage students to talk to other

students about their writing and add, cut, students about their writing and add, cut, and reorder their writing. and reorder their writing.

REVISING METHODSA.R.R.R.A.R.R.R.

Adding, Rearranging, Adding, Rearranging, Removing, ReplacingRemoving, Replacing

A.R.M.SA.R.M.S..

Add, Remove, Move Around, Add, Remove, Move Around, SubstituteSubstitute

R.A.GR.A.G..

Read Around GroupRead Around Group

ProofreadingProofreading//EditingEditing

Teachers should encourage peer proofreading, Teachers should encourage peer proofreading, provide vocabulary, give instruction of specific provide vocabulary, give instruction of specific skills, help students evaluate their writing, and skills, help students evaluate their writing, and

encourage students to consult reference encourage students to consult reference materials.materials.

Writers should correct mechanical errors Writers should correct mechanical errors (spelling, punctuation, and capitalization). (spelling, punctuation, and capitalization). Writing should be read aloud before the Writing should be read aloud before the final copy is made. An editing checklist is final copy is made. An editing checklist is

a good toola good tool..

Teach basic editing Teach basic editing conventions to students conventions to students

and encourage them to use and encourage them to use them in editing.them in editing.

Teach popular acronyms such Teach popular acronyms such as:as:

C CapitalizationC Capitalization

O OrganizationO Organization

P P Punctuation/ParagraphsPunctuation/Paragraphs

S Sentences/SpellingS Sentences/SpellingUse editing Use editing

checklistschecklists

PublishingPublishingWriters make their final copies and share Writers make their final copies and share

their finished work. Writers feel that their their finished work. Writers feel that their writing is important when they share.writing is important when they share.

Teachers should encourage students to Teachers should encourage students to share by reading aloud, publishing, share by reading aloud, publishing,

organizing a class book, making their own organizing a class book, making their own books, displaying final drafts, and sharing books, displaying final drafts, and sharing

with bulletin boards, electronic bulletin with bulletin boards, electronic bulletin boards, multimedia presentations, boards, multimedia presentations,

newsletters, newspapers, oral newsletters, newspapers, oral presentations, journals, etc.presentations, journals, etc.

10 Rules for Writers1. Write.

2. Write.

3. Write often.

4. Write about anything.

5. Write about everything.

6. Write about what you see.

7. Write about what you learn.

8. Write about what you think.

9. Write about what you read.10. WRITE!!! Virginia DeBolt, 1998

Types of Writing

• Controlled Writing

• Guided Writing

• Free Writing

A- Controlled Writing

• To teach pupils the mechanics of writing accuracy and readiness for further writing activities.

• Controlled completely by teacher .

• ( handwriting,copying,dictation and spelling )

1- Handwriting

• The teacher must take into consideration the following points :

• He must show young learner how to hold the pen or pencil and how to sit correctly.

• He has to show them the formation of letters and words( left to right on straight horizontal lines)

Handwriting

• Pupils are told to use pencil.

• The teacher should write a model on the board.

• He has to go round pupils to check.

2- Copying

• The purposes of this activity are:

• To reinforce previously learned words and patterns.

• To draw pupils’ attention to punctuation marks

• To train them further in handwriting.

3- Dictation

• More difficult than copying.

• Brief and familiar.

• Not beyond the pupils’ comprehension.

• Simple words and patterns

Dictation

• A short paragraph,a dialogue or a passage.

• Procedures:• preparation• The teacher reads and pupils listen.• The teacher dictates slowly and clearly.• Each sentence has to be repeated.• Punctuation marks should be dictated.

Dictation

• Difficult words can be written on the board.

• The teacher reads once more.

• Pupils may check or exchange.

• Correction

• Pupils write mis-spelled words.

• The teacher summarizes the most common errors.

B- Guided Writing

• Provide graded guidance in vocabulary and structures so that pupils will not make many mistakes .

• 1- Controlled composition Directed composition

• Keywords-expressions-a model with directions for rewriting.

Guided Writing

• 2- Semi-controlled composition Guided composition

• Pupils can add ideas/constructions.

• New words and topics provided by the teacher.

Guided Writing

• Procedures:• Be sure that the pupils understand the model

• Encourage them to ask.

• Feedback

• Underline mistakes (symbols)

• Write the correct form and ask them to correct themselves.

Guided Writing

• Common mistakes should be discussed with the class.

C-Free Writing

• Originality/ Freedom/Qualified.

• Rules of writing

• Qualities of a good paragraph

• Meaningful and interesting

• Descriptive or narrative topics or letter writing.

Free Writing

• Steps:• 1- Preparation :• Introduce the subject,clarify difficulties• Necessary outlines,vocabulary,expressions• Discussion• Questions • Draft

Free writing

• 2- Writing :

• In the classroom

• Move to give help

Free Writing

• 3- Correcting :

• Circle or underline

• Abbreviations

• Qualities of a good paragraph

Free Writing

• 4- Re-learning :

• Reviews with the class the common mistakes.