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TEACHING OF
WRITING
Lesson 1: Writing 3
REFERENCES20
Lesson 1: Writing
Writing is an act or art of forming letters and characters on paper, wood, stone, or any
other materials, for the purpose of recording the ideas which characters and words express, or of
communicating them to others by visible signs. The Writing Process is a series of steps to help
you write a paper. It is like using a map to get to an unfamiliar place.
Why Write?
Developing your writing skills will not only help you to express yourself more effectively,
it will also help you achieve success in life. Being a strong writer will help you do well in school
and it will serve you well in a wide range of occupations—from law and medicine to nursing and
auto mechanics.
Types of Writing
Often, the types of writing arc grouped into modes according to form and purpose. The
chart at right shows the writing modes you will encounter in this book. Writing can also be
classified as:
1.) Reflexive Writing – refers to a writing for which the writer chooses the subject and
form. It is often written by the writer alone and is not shared with outside audience.
2.) Extensive writing – refers to a writing for which the writer is given a subject or a range
of subjects. Writing extensively results in sharing the writing.
4.) Dictation
•Can be an effective way to familiarize students with the ways in which grammar and
vocabulary interact in common collocations as well as to address errors in writing that may result
in part from mismatches between learners’ aural perception of English forms and Standard
English grammar and spelling.
•The instructor reads aloud a short text several times, usually one related to the topic or genre
on which students are working.
•The text is first read at a normal pace, with the students just listening. For the second reading,
the teacher pauses after each phrase to allow students to write.
•The third reading, done at a normal pace, gives students the opportunity to read over the texts
and make corrections.
5.) Text Completion
Cloze Passage- each blank represents a single word to fill in
-can be created either by random deletion of words or by deletion of a specific item.
-if based on student texts can serve as an error correction technique if the writer has
produced errors in the grammatical item deleted.
IV. Editing and proofreading are the stages in which you polish your writing, fixing errors
in grammar, spelling, and mechanics.
Proofreading- This is a process whereby the text is being scanned for grammar, syntax
and spelling errors.
Editing- This process concentrates less on the form and more on the terminology.
EDITING STRATEGIES AND TECHNIQUES
Editing Techniques that may work for Students:
1. Read-Aloud Technique. Many students find that slowly reading their drafts aloud to listen for
errors can help them in making corrections. For short papers, some students who are aware of
their error patterns read through the paper several times, listening for different kinds of errors
each time. Multiple readings are not realistic for long papers
2. Pointing to Words. Some writers use pencil, pen, or finger to point for words one by one.
3. “Slowdown” Techniques. Involves reading a draft in some way that is in contrast to the
normal linear process, such as starting with the last sentence in each paragraph and reading in
reverse. May help writers detect certain kinds of morphological errors such as missing plural
endings, but would not work well for others, such as reference words or subject-verb agreement.
4. Word Processing Grammar Checkers. Grammar checkers in word processors can flag
certain kinds of errors. As long as writers do not blindly follow the suggestions (since grammar
checkers can often create errors rather than correct them if suggestions are taken
indiscriminately), checkers can be helpful in getting writers to pay attention to potential errors. If
students do not understand the suggested correction, they should not make the change.
More Advanced Writing Tasks: Developing Basic Communication Tools
•enable focus on both accuracy and content of the message
•practical writing tasks, emotive tasks, and school-oriented tasks
Lists can be of many types: “things to do” lists, “things completed” lists, or shopping lists. Each
of these list types provides us with opportunity to combine some spelling rules with
morphological rules and with the logical creation of a meaningful message.
“Things to do” lists
•are useful for practicing verb base forms and reinforcing various sound-spelling
correspondences.
•either personal or intended for a group.
•content specification will have to indicate whether this is a list of things to do in preparation for
some event or just a plan for someone’s daily routine
Example: A list for a group of students who are preparing a surprise birthday party might look
like this:
Things to do
1. Buy a present for Donna (Sharon).
2. Call Donna’s friends (Gail).
3. Write invitations (Dan). etc.
Shopping lists
•Provide us with a very good opportunity to practice the spelling of the plural ending of
countable nouns and the use of quantifiers.
•Allow students to practice brief and simple sentences with proper punctuation and a meaningful
message.
•Students can design their own message headings and then fill them in.
Letter Writing - emphasis can be placed on format, punctuation, and spelling of appropriate
phrases and expressions.
Personal Experiences Writing - usually done in a narrative format- spelling of past-tense forms
can be reviewed and practiced.
Diaries and journals - can take the form of personal letters and serve as a review of letter
writing in general.
SCHOOL-ORIENTED TASKS
One of the most important functions of writing in a student’s life Students are writing
assignments, answers to questions, or a variety of essay-type passages. It is the combination of
content and organization with accepted formal features that will lead learners to better utilization
of the writing skill in their future use of English.
•Consolidatory writing -designed to reinforce oral skills. It provides opportunity for the
application of the basic structures, the grammar rules, lexical items, and rhetorical patterns
gained through oral and reading experiences and activities.
•Free writing or free composition- focuses on the creative use of language in the
communication of ideas. Example: personal notes and letters, business notes and letters,
explanation, argumentation, simple narration, etc.
pupils begin by copying sentences from their readers or from their oral exercises. After
several practice exercises on sentence copying, the pupils advance to copying paragraphs,
dialogues, short conversations, and lines or stanzas of poetry.
The major concerns in every copying activity are legibility and accuracy.
Activity 1:
Activity 2:
Instruction: The students will have to make an essay to about the difference of reflexive and
extensive writing.
Activity 3:
Instruction: The students will have to make an essay about the difference of consolidatory
writing and free writing/composition.
Capitalization
3. Proper nouns begin with a capital letter; abbreviations of proper nouns are capitalized.
4. Most adjectives derived from proper nouns begin with capital letter.
8. All names that refer to God and the names of all sacred books are capitalized.
9. The first word and other words in title of books, poems, stories, and compositions, except
articles, conjunctions, and prepositions are capitalized.
10. The names of the definite geographical parts of a country begin with capital letter. The
words: north, south, east, west, when used merely to indicate direction do not begin with
capital letter.
11. Father, mother, uncle, aunt, cousin and other words which show personal relationship do
not begin with capital letters unless they are used as a part of a proper name.
12. The names of the days of the week, the months of the year, holidays, but not the name of
seasons, are capitalized.
13. The names of the school subjects are not capitalized unless they are proper nouns or
proper adjectives.
14. The first word including the nouns, in the salutation of a letter begins with a capital letter.
Punctuation
A period is used:
A comma is used:
Paragraphing
1. The beginning of a paragraph is shown by the indention of the first word.
2. Indent the first word of all paragraphs the same distance from the margin. In a story, a direct
quotation requires a separate paragraph.
3. In a dialogue, the exact words of the speaker should be written in a separate paragraph in order
to make clear the change of speaker.
4. Begin a new paragraph for each new division of thought.
Writing Integrated with Speaking = The teachers involved in TESL and TESOL programs
recommend that every writing activity should be preceded by an oral build-up which may take
the form of a controlled speaking activity, a brainstorming session, or a reading exercise.
The Model Composition Technique = Teachers of English continue to give favorable support
to the practice of teaching composition writing with the use of models. Behind this popular
acceptance is the conviction, which is backed up by experienced, the one of the most effective
ways of learning how to write in English, in any language for that matter, is exposure to the
different rhetorical patterns of the language through extensive reading and intensive practice in
the actual writing of compositions.
Activity 1:
Instruction: The students will explain at least 5 items under Capitalization’s rules in writing
through essay.
Activity 2:
Instruction: The students will explain at least 3 items under Punctuations’s rules in writing
through essay.
Activity 3:
Instruction: The students will explain at least 3 items under Paragraphing’s rules in writing
through essay.
1. How much writing students are expected to complete during the term divided into less formal
work such as journals and more formal work such as assignments.
2. What the timelines and deadlines are for working on and completing papers.
3. How many of the formal writing assignments will be done in class as “timed” pieces.
5. What aspects of English grammar and syntax, if any, will be directly addressed to the class?
6. What will be seen to constitute “progress” in acquiring improved writing skills as the term
moves along?
7. How much reading (and possibly which specific readings) will be covered.
Advantages:
•Readings provide models of what English language looks like (particularly for ELLs who have
less proficiency in language), and even if not for the purpose of imitation, awareness of English
language prose style.
•Close reading exercises can be done to draw attention to particular stylistic choices,
grammatical features, methods of development, and markers of cohesion and coherence, etc.
• Help to raise awareness of the choices writers make and the consequences of those choices for
the achievement of communicative goals.
• Writing tasks assigned by professors require students to do a great deal of reading in order to
synthesize and analyze academic material in particular content areas.
• Using readings as a basis to practice such skills as summarizing, paraphrasing, interpreting, and
synthesizing concepts.
Disadvantage:
• If a teacher uses the topic or content area of the readings to turn generic writing course into a
class in the subject matter area of the readings.
•A writing assignment should be presented with its context clearly delineated such that the
student understands the reason for the assignment.
•The content of the task/ topic should be accessible to the writers and allow for multiple
approaches.
•The language of the prompt or task and the instructions it is embedded in should be un-
ambiguous, comprehensible, and transparent.
• The task should be focused enough to allow for completion in the time or length constraints
given and should further students’ knowledge of classroom content and skills.
• The rhetorical specifications (cues) should provide a clear direction of likely shape and format
of the finished assignment, including appropriated references to an anticipated audience.
a. What are the general goals within the writing course for providing feedback to students?
b. What are the specific goals for providing feedback on a particular piece of writing?
Goal-Setting
• implementing a variety of response types and on training students to maximize the insights of
prior feedback to future writing occasions
Shaping Feedback
• Students must also be trained to use the feedback in ways that will improve their writing, be it
on the next draft or on other writing assignments. The more specific and the lengthier the
individual comments are the more likely they are to lead to positive change.
1. In the early stage of language learning, written English grows out of oral English. In short, for
beginners writing is an opportunity to record the work in oral language.
2. When one sits down to write something, one wants to have control of the language and to be
able to use it readily and effectively Guidelines in the Management of the Teaching-Learning
Process for Writing
4. An acceptable writing program is designed to give beginning learners the feeling that they are
able to write and what they write has value. Guidelines in the Management of the Teaching-
Learning Process for Writing
5. Writing is communication-oriented.
6. When one writes, one transforms experiences and thoughts into arbitrary symbols labeled as
words.
7. To write well at all, one must have had experiences and must be able to use one or more sets
of symbols. Guidelines in the Management of the Teaching-Learning Process for Writing
8. To write well, one must understand the experiences he has and one must also be able to
manipulate words and English patterns to give the reader a clear sense both of the experiences
which are transformed and of ideas about attitudes towards those experiences. Guidelines in the
Management of the Teaching-Learning Process for Writing
9. Writing activities should be functional and should be performed in an audience situation and
in a setting as natural and life-like as possible.
10. Teachers of writing can avoid the problems caused by the limited mastery of grammar and of
the English idioms by requiring their students to use facts of first-hand experience. Guidelines in
the Management of the Teaching-Learning Process for Writing
11. Good writing can be taught by teachers who provide frequent and challenging opportunities
for writing to enable the students to develop their skill and confidence. Guidelines in the
Management of the Teaching-Learning Process for Writing
Activity 1:
Instruction: The students will explain at least 2 Advantages and 1 Disadvantage of using
readings in the writing class through essay.
Activity 2:
Instruction: The students will explain at least 3 items about the guidelines for preparation to
achieve a successful writing assignment in writing through essay.
Activity 3:
REFERENCES
https://www.slideshare.net/JuneMar21/teaching-of-writing