logging in or signing up Teaching Writing sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 3334 Category: Education License: All Rights Reserved Like it (5) Dislike it (0) Added: April 21, 2009 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: anilsarwal (16 month(s) ago) Interesting Saving..... Post Reply Close Saving..... Edit Comment Close By: najahyoussef (17 month(s) ago) Good job indeed! Saving..... Post Reply Close Saving..... Edit Comment Close By: najahyoussef (17 month(s) ago) Please make this downloadable Saving..... Post Reply Close Saving..... Edit Comment Close By: najahyoussef (17 month(s) ago) Splendid Saving..... Post Reply Close Saving..... Edit Comment Close By: HaroldJoh (17 month(s) ago) For tips on teaching writing skills, I went to http://www.writemorestuff.com Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript Teaching Writing: Teaching WritingSlide2: The Approach … Most experts would now agree that writing is a socio-cognitive, problem solving process affected by cultural and rhetorical norms. Writing teachers need to encourage learners to think about and develop their writing process and to consider their audience and the rhetorical norms of the L2 text. Johnson and Johnson (eds), Encyclopedic Dictionary of Applied Linguistics, Blackwell Typical texts our students may need to write or translate …: Typical texts our students may need to write or translate … Personal or organisational business letters and E-mails Business reports Scientific research papers Academic papers Letters, postcards, greetings cards, E-mails to friends abroad Text types required by exams – some of above, plus article, short story, composition (eg FCE) Or – nothing at all? Teaching Writing – implications so far: Teaching Writing – implications so far You can’t teach students to write – only to produce specific discourse types The T needs to be fully aware of the discourse features of the different genres which s/he wants the Ss to write. S/he also needs to know about or be sensitive to the possibility of different conventions in the Ss own language. Teaching Writing – implications so far: Teaching Writing – implications so far Analysis of models of the discourse type (genre) to be produced – various features looked at in turn Ss given practice in the individual features in isolation and gradually asked to incorporate them into full texts. Objections…: Objections… Does emphasis on genre “force the potentially creative individual to conform to a restricting, constraining recipe”? “if a genre is a type of text which has evolved over time because that way of achieving the goal has worked well in the culture, then generic conventions are in principle functional and enabling, not arbitrary prescriptive formulae …Creativity can build on the fact that generic patterns are unconsciously expected by native speakers and hearers, making it possible to play with these patterns in the background of what is expected , to be ironic, outrageous and so on. Such effects are only possible against a background of what is expected , and are only possible from a speaker/writer who has good control of the predictable generic form.” Painter, “Understanding Genre and Register” in Burns and Coffin (eds) Analysing English in a Global Context (Routledge)Objections…: Objections… Is emphasis on following genre conventions a form of cultural imperialism ? Kachru (1995) argues that editors, publishers, academics and teachers (the “gatekeepers”) need to accept different rhetorical styles, and “open up” to non-native speakers who are unwilling or unable to conform to Western rhetoric. (Kachru Y, Contrastive Rhetoric in World Englishes, English Today 41 discussed in Coffin Approaches to Written Language in Burns and Coffin (eds) op cit) “Someone who learns to use the objective, impersonal language of a bureaucratic report … does not thereby lose the ability to tell a funny or moving personal anecdote … Learning new genres is a matter of extending, not restricting the individual’s potential… (Painter, op cit)An example – story writing (eg FCE): An example – story writing (eg FCE) Your teacher has asked you to write a story for an international magazine, The story must begin with the following words : Anna had a very special reason for getting up early the next day, so she set the alarm for 5am From the FCE Handbook for Teachers, Cambridge ESOL http://www.cambridgeesol.org/assets/pdf/resources/teacher/fce_hb_dec08.pdfAn Example – FCE story writing: An Example – FCE story writing Lesson 1 : Ss read one or more short stories which include all the discourse features the T wants to focus on during the course. Comprehension work. The T focuses on the first feature – eg attention-getting first sentences. Students see first sentences from a range of novels/stories and evaluate why they gain the reader’s attention. Ss are given the titles of three stories. Individually they write a first sentence for each. They then compare these in groups and choose the best three from their group, justifying their choice. These are then presented at class level and the best three from the class are chosen. Again the emphasis is on why they are effective.Slide10: Homework: Ss are given ineffective opening sentences from 3 more stories and asked to improve them. Next lesson : Focus on flashback technique. Ss read a chronological version of a passage which in the original story was told through flashback, and analyse which was most effective. Grammatical focus on the past perfect (presentation, practice). They are then given another story written without flashbacks and in groups decide where flashback could be used and rewrite the story. Slide11: Homework : Ss write a story incorporating both an attention-getting first sentence and flashback technique. The teacher does the same (with the same title) and also incorporates the next feature s/he wants to focus on (eg direct speech, using varied “saying” verbs – exclaimed, yelled, whispered, suggested etc). Follow up : Ss read the Ts story, focus on and practice the next feature … etc etc Another example from FCE - Teaching argumentative essay writing : Another example from FCE - Teaching argumentative essay writing You have recently had a discussion in your English class about places to live. Now your teacher has asked you to write an essay giving your opinion on the following statement : Whatever your age, life in the country is always better than life in the city. From the FCE Handbook for Teachers, Cambridge ESOL http://www.cambridgeesol.org/assets/pdf/resources/teacher/fce_hb_dec08.pdf Teaching argumentative essay writing – eg for FCE: Teaching argumentative essay writing – eg for FCE Ss would need to be able to eg: organise information into paragraphs write topic sentences organise ideas into a “logical” argument organise information within sentences : eg - following a given/new sequence - provide cohesive links : a) reference markers b) lexical cohesion c) sentence connectives Writing – process or product?: Writing – process or product? A product approach : emphasis on evaluation of the final text A process approach : emphasis on developing the writer’s appreciation of how to go about creating the textThe Writing Process: The Writing Process Drafting Structuring Reviewing Focusing Generating Ideas Evaluating (from : White and Arndt Process Writing Longman 1991) You do not have the permission to view this presentation. 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Teaching Writing sueswift Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINTLite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 3334 Category: Education License: All Rights Reserved Like it (5) Dislike it (0) Added: April 21, 2009 This Presentation is Public Favorites: 1 Presentation Description No description available. Comments Posting comment... By: anilsarwal (16 month(s) ago) Interesting Saving..... Post Reply Close Saving..... Edit Comment Close By: najahyoussef (17 month(s) ago) Good job indeed! Saving..... Post Reply Close Saving..... Edit Comment Close By: najahyoussef (17 month(s) ago) Please make this downloadable Saving..... Post Reply Close Saving..... Edit Comment Close By: najahyoussef (17 month(s) ago) Splendid Saving..... Post Reply Close Saving..... Edit Comment Close By: HaroldJoh (17 month(s) ago) For tips on teaching writing skills, I went to http://www.writemorestuff.com Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript Teaching Writing: Teaching WritingSlide2: The Approach … Most experts would now agree that writing is a socio-cognitive, problem solving process affected by cultural and rhetorical norms. Writing teachers need to encourage learners to think about and develop their writing process and to consider their audience and the rhetorical norms of the L2 text. Johnson and Johnson (eds), Encyclopedic Dictionary of Applied Linguistics, Blackwell Typical texts our students may need to write or translate …: Typical texts our students may need to write or translate … Personal or organisational business letters and E-mails Business reports Scientific research papers Academic papers Letters, postcards, greetings cards, E-mails to friends abroad Text types required by exams – some of above, plus article, short story, composition (eg FCE) Or – nothing at all? Teaching Writing – implications so far: Teaching Writing – implications so far You can’t teach students to write – only to produce specific discourse types The T needs to be fully aware of the discourse features of the different genres which s/he wants the Ss to write. S/he also needs to know about or be sensitive to the possibility of different conventions in the Ss own language. Teaching Writing – implications so far: Teaching Writing – implications so far Analysis of models of the discourse type (genre) to be produced – various features looked at in turn Ss given practice in the individual features in isolation and gradually asked to incorporate them into full texts. Objections…: Objections… Does emphasis on genre “force the potentially creative individual to conform to a restricting, constraining recipe”? “if a genre is a type of text which has evolved over time because that way of achieving the goal has worked well in the culture, then generic conventions are in principle functional and enabling, not arbitrary prescriptive formulae …Creativity can build on the fact that generic patterns are unconsciously expected by native speakers and hearers, making it possible to play with these patterns in the background of what is expected , to be ironic, outrageous and so on. Such effects are only possible against a background of what is expected , and are only possible from a speaker/writer who has good control of the predictable generic form.” Painter, “Understanding Genre and Register” in Burns and Coffin (eds) Analysing English in a Global Context (Routledge)Objections…: Objections… Is emphasis on following genre conventions a form of cultural imperialism ? Kachru (1995) argues that editors, publishers, academics and teachers (the “gatekeepers”) need to accept different rhetorical styles, and “open up” to non-native speakers who are unwilling or unable to conform to Western rhetoric. (Kachru Y, Contrastive Rhetoric in World Englishes, English Today 41 discussed in Coffin Approaches to Written Language in Burns and Coffin (eds) op cit) “Someone who learns to use the objective, impersonal language of a bureaucratic report … does not thereby lose the ability to tell a funny or moving personal anecdote … Learning new genres is a matter of extending, not restricting the individual’s potential… (Painter, op cit)An example – story writing (eg FCE): An example – story writing (eg FCE) Your teacher has asked you to write a story for an international magazine, The story must begin with the following words : Anna had a very special reason for getting up early the next day, so she set the alarm for 5am From the FCE Handbook for Teachers, Cambridge ESOL http://www.cambridgeesol.org/assets/pdf/resources/teacher/fce_hb_dec08.pdfAn Example – FCE story writing: An Example – FCE story writing Lesson 1 : Ss read one or more short stories which include all the discourse features the T wants to focus on during the course. Comprehension work. The T focuses on the first feature – eg attention-getting first sentences. Students see first sentences from a range of novels/stories and evaluate why they gain the reader’s attention. Ss are given the titles of three stories. Individually they write a first sentence for each. They then compare these in groups and choose the best three from their group, justifying their choice. These are then presented at class level and the best three from the class are chosen. Again the emphasis is on why they are effective.Slide10: Homework: Ss are given ineffective opening sentences from 3 more stories and asked to improve them. Next lesson : Focus on flashback technique. Ss read a chronological version of a passage which in the original story was told through flashback, and analyse which was most effective. Grammatical focus on the past perfect (presentation, practice). They are then given another story written without flashbacks and in groups decide where flashback could be used and rewrite the story. Slide11: Homework : Ss write a story incorporating both an attention-getting first sentence and flashback technique. The teacher does the same (with the same title) and also incorporates the next feature s/he wants to focus on (eg direct speech, using varied “saying” verbs – exclaimed, yelled, whispered, suggested etc). Follow up : Ss read the Ts story, focus on and practice the next feature … etc etc Another example from FCE - Teaching argumentative essay writing : Another example from FCE - Teaching argumentative essay writing You have recently had a discussion in your English class about places to live. Now your teacher has asked you to write an essay giving your opinion on the following statement : Whatever your age, life in the country is always better than life in the city. From the FCE Handbook for Teachers, Cambridge ESOL http://www.cambridgeesol.org/assets/pdf/resources/teacher/fce_hb_dec08.pdf Teaching argumentative essay writing – eg for FCE: Teaching argumentative essay writing – eg for FCE Ss would need to be able to eg: organise information into paragraphs write topic sentences organise ideas into a “logical” argument organise information within sentences : eg - following a given/new sequence - provide cohesive links : a) reference markers b) lexical cohesion c) sentence connectives Writing – process or product?: Writing – process or product? A product approach : emphasis on evaluation of the final text A process approach : emphasis on developing the writer’s appreciation of how to go about creating the textThe Writing Process: The Writing Process Drafting Structuring Reviewing Focusing Generating Ideas Evaluating (from : White and Arndt Process Writing Longman 1991)