TESL

GRAMMAR
IN WRITING
discussant:
ms. donna g. meneses
MARCH 08, 2024
 Learning Objectives
The focus of this lesson is to develop students creative writing skills in order to construct effective narratives about
real or imagined experiences using effective language techniques and well-chosen details. The lesson will focus on
four key skills. By the end of the lesson, students should be able to:

01
Write an engaging
opening to a story
that hooks the
reader's interest.
02 03 04
Use direct and
Carefully select
indirect Use sensory detail to
specific verbs to
characterisation to create mood and
create movement
write a detailed atmosphere when
during a scene that
passage describing a describing a setting.
includes action.
character.
Introduction
• Barbara Hawkins
• Doughty and Williams (1998)
• Hillocks (1986)
• Krashen (1982)
• Jan Frodesen (2001)
• the Importance of Grammar
Instruction
barbara hawkins
• what "grammar in writing" and the
teaching of it should mean:
• helping writers develop their
knowledge of linguistic resources
and grammatical systems to convey
ideas meaningfully and appropriately
to intended readers.
Second language acquisition (SLA)
researchers Doughty and Williams
(1998)
• report that years of research on
classroom immersion and
naturalistic acquisition studies
suggest that when instruction is
meaning focused only, learners do
not develop many linguistic
features at targetlike levels.
Hillocks's (1986)
• In second language writing, the role
of grammar in writing-both explicit
explanations of grammatical
principles and teacher correction of
errors-has remained a topic of
controversy since the 1980s for
several reasons.
 Hillocks's (1986)
• One has been the influence of first
language (L1) composition research and
pedagogy on second language (L2)
writing practices. Hillocks's (1986)
synthesis of research on native English
speaking writers indicated that formal
grammar instructi on has little or no
effect on writing improvement.
 Hillocks's (1986)
• In second language writing, the role
of grammar in writing-both explicit
explanations of grammatical
principles and teacher correction of
errors-has remained a topic of
controversy since the 1980s for
several reasons.
 GENERAL
GUIDELINES
FOR
INTEGRATING
GRAMMAR IN
Learner Variables
• Celce-Murcia (1985) suggests that the
following learner variables be considered in
making choices about grammar instruction:
age, proficiency level, and educational
background. According to her schema, a
focus on formal aspects of language is
increasingly useful as writers become older,
more advanced in English proficiency, and
more highly educated/literate.
Learner Variables
• Ferris and Hedgcock (1998) note that
students in ESL composition classrooms
are typically a very heterogeneous
population, characterized by many
differences in back- grounds and
abilities, including linguistic, ethnic, and
cultural backgrounds as well as cognitive
and metacognitive strategy use.
 Learner Variables
• Reid (1998) adds to this list the importance of
considering different learning styles, pointing out
contrasts in styles such as concrete learners, who
prefer practical, hands-on activities working with
others versus abstract learners, who learn best
alone through theory and planning. Reid
demonstrates how different kinds of lessons
speak to one or more of these different learning
styles.
Learner Variables

• Native Speakers versus EFL Students

• Ex:
• 1) unable to explain Gr. rules able to explain Gr. rules
• 2) acquire English “by ear” learn English in classroom
• 3) unfamiliar with Gr. terminologies familiar with Gr.
terminologies
 Learner Variables
• Native Speakers versus EFL Students
• International (or EFL) students have
typically learned most of their English in the
classroom and generally have received
considerable explicit grammar instruction;
thus, they are often able to access and
explain grammar rules when doing text
analysis and writing activities.
 Learner Variables
• Native Speakers versus EFL Students
• Their writing may exhibit more "non-
nativelike" structures, such as
unidiomatic phrasing, than the writing of
permanent residents does, but it may also
demonstrate better skill in producing the
complex structures typical of formal
academic English.
 Learner Variables

• Permanent residents, in contrast to

international students, often acquire
English "by ear" from exposure to the
language in oral contexts, including, of
course, the classroom, but in many
informal, conversational contexts as
well.
 Learner Variables

• Celce-Murcia (1985)
• Ferris and Hedgcock (1998)
• Reid (1998)
• Native Speakers versus EFL Students
• Error Avoidance
Situational Variables

• Celce-Murcia (1985)
• Little (1994)
• Gr. in different objectives of classes
• Gr. in different kinds of writing
 Situational Variables
• Celce-Murcia (1985)
• Little (1994)
• Gr. in different objectives of classes
• Gr. in different kinds of writing
 ACTIVITIES
FOR
INCORPORAT
ING
GRAMMAR
INTO
Text Analysis
- learn how to use different kinds of
grammatical features and
grammatical systems
Advantages:
1) help learners get familiar with
prescriptive grammar rules
2) help learners realize implicit
knowledge of grammar
Text Analysis
- Considerations for Selecting
Grammar Points and Materials for
Text Analysis
1) depends on course objective to
select materials
2) learn to write from reading -
Holten (1997)
3) supplementary texts
 Text Analysis
• Considerations for Selecting Grammar Points and Materials
forText Analysis
• Six considerations for selecting texts and grammatical points
for analysis
1) be appropriate for students’ developmental stages
2) reflect students’ writing needs for the course
3) be sources of text analysis on assigned course readings
4) be generally kept brief on the lessons
5) enhance the texts by underlining or bolding certain
elements
6) follow text analysis on productive tasks
sample Text Analysis Lessons

• That and zero-that clauses

• Tense and Time Frame Shifts
• Demonstrative Reference
sample Text Analysis Lessons
• - That and zero-that clauses
• to help learners identify clauses in which “that” can
be deleted optionally before a complement clause
• Ex:
• 1) Margaret thinks she’s smarter than we are just
because she’s smarter than we are.
• 2) I know I’m no longer young and pretty…
• 3) But I guarantee it won’t happen again.
• 4) It makes me feel good to know I might help save
someone.
sample Text Analysis Lessons
• Tense and Time Frame Shifts
• EFL writers are often confused about the
verb tense shifts; therefore, the writing
teachers should review the reasons why we
need to shift verb tenses and time frames.
• Ex: Tense : from present to present perfect
• Time Frames : from present to past
sample Text Analysis Lessons

• Demonstrative Reference
• The teachers give a text that has
examples of both “this” used in pronoun
reference and “this” used in noun
reference.
 Guided Writing Activities
• Guided writings focus students’ attention
on language features that are difficult to
them.
• They encourage learners to expand their
linguistic resources through eliciting
exercises of grammatical structures.
Text Conversion
• Learners have to rewrite passage or short
texts.
• Ex:
• 1) present time frame à past time frame
• 2) direct speech à indirect speech
• - Celce-Murcia and Hilles (1998)
Text Conversion
• Revision and Editing Focused Exercises
• Sentence Combining
• Guided Paraphrase
• Text Elicitation
• Dictation
• Text Completion
Text Conversion
• Revision and Editing Focused Exercises
• The purpose of the exercise is to address
learners’ grammar problems with the
focus of the particular grammatical
structure.
 Text Conversion
• Revision and Editing Focused Exercises
• Ex: We tested velocity by placing a green trace dye on the
surface of the lot, at a measured point. After each run we
estimated the vegetation cover using a five-point pin frame.
We placed the pin frame in 20 places on the plot, moving
downward.
• Rewritten into Passive Voice:
• Velocity was tested by placing a green trace dye on the surface
of the plot, at a measured point. After each run, the vegetation
cover was estimated using a five-point pin frame. The pin
framewas placed on the plot, moving downward.
 Text Conversion

• Sentence Combining
• 1) Mellon (1969)
• 2) This technique was to develop
syntactic fluency which involved the
kernel sentence combining.
Text Conversion
• Sentence Combining
• Ex: The man was old.
• The man had gray hair.
• The man walked down the street.
• The man walked slowly.
• Combined Sentence:
• The old, gray-haired man walked slowly
down the street.
Text Conversion
• - Sentence Combining
• 1) Mellon (1969)
• 2) This technique was to develop syntactic fluency
which involved the kernel sentence combining.
• 3) De Beaugrande (1985)
• 4) Draft revision is one of the most useful applications
of sentence combining for advanced ESL learners which
can achieve a better flow of information through clearer
connections between ideas.
 Text Conversion
• Sentence Combining
• Ex:
• Written by Developing Writer
Oliver Sack is a neurologist. He wrote the article “Brilliant
Light: A Chemical Boyhood.” In this article, he describes
how his “Uncle Tungsten” influenced his love of science.
• Written by Experienced Writer
In “Brilliant Light: A Chemical Boyhood,” neurologist
Oliver Sacks describes how his“Uncle Tungsten” influenced
his love of science.
 Text Conversion

• Guided Paraphrase
• The developing of paraphrasing is one of
the most important skills in academic
writing which can support student’s claims
and develop their ideas.
Text Conversion
• - Guided Paraphrase
• Ex: 1) Original: People trying to interpret a situation
often look at those around them to see how to react.
(base reactions on )
• Rewrite:People trying to interpret a situation often base
their reactions on those around them.
• 2) Original: Even if a person defines an event as an
emergency.....(decides)
• Rewrite: Even if a person decides that an event is
an emergency......
 Text Conversion

• Text Elicitation
• The writing teacher can give a topic or
writing objective and a grammatical
structure or structure for students’ practice.
 Text Conversion
• - Text Elicitation
• Ex: Text
In many U.S. towns, the opening of large retail chain stores known as
superstores has
made it difficult for the local small business to keep customers.
However, some of these local businesses are now successfully using
the Web to increase sales and improve customer service.
• Conditional Sentences
If customers shop at chain superstores instead of their local
businesses, the local stores may have to close. Unless small
businesses find new ways to attract customers, such as advertising on
the Web, they may no be able to compete with superstores
 Text Conversion
• - Text Elicitation
• 1) In this exercise, surveys, graphs and research
articles related to the writing topic are good
sources for eliciting summaries.
• 2) It can help students diagnose their structural
problems, develop syntactic complexity and
provide strategies for organizing and displaying
information.
 Text Conversion
• - Dictation
• 1) Dictation is a good way to help students
understand the collocations between
grammar and vocabulary.
• 2) three procedures in dictation
 Text Conversion
• - Text Completion
• three types of text completion
• 1) Cloze passage
• 2) Gapped text
• 3) the third type
Text Conversion
• - Text Completion
• Ex: Cloze
__1__ pollution may be defined as __2__ deterioration of
__3__ everyday life’s natural resources. __4__ pollution
is __5__ global problem that has affected __6__ quality of
__7__ water we drink, __8__ air we breathe and __9__
land we use. __10__ scientific solutions to overcome
__11__ problem have increased __12__ destruction.
Text Conversion
• - Text Completion
• Ex: Gapped Text
• passive, progressive aspect, present
perfect, comparatives, superlatives, phrasal
verbs
 Text Conversion
• - Text Completion
• Ex: Third Type
Climatologists have predicted that the continual warming of the
earth’s surface, commonly known as “the greenhouse effect,”
could have dramatic consequences.
• 1. (a) The melting of the polar ice caps could be one result.
• (b) One result could be the melting of the polar ice caps.
• 2. (a) This melting would, in turn, cause a rise of the sea level.
• (b) A rise of the sea level would, in turn, be caused by this
melting.
 ERROR
DIAGNOSIS
AND
CORRECTION
 Error Detection and
Correction Exercises
• - The First Type
• The students are told how many errors there are with
different types of errors.

• Ex: The text below has the following errors: 1

preposition, 1 verb tense, 1 subject-verb agreement, 1
missing article.

• This paper report on survey about values. Our

English class take the survey last week in UCLA.
Error Detection and
Correction Exercises
• - The Second Type
• Students are given a text with numbered lines and they are
told all of the line numbers have a certain type of error.
• Ex: Identify and correct all of the verb form errors in the
following text. Use the guide below to find the errors.
• 1. The Olympics were hold in Sydney, Australia
• 2. in 2000. Athletes from all over the world partici-
• 3. pated. The Olympics have inspire many young
• 4. people to excel in athletics.
Error Detection and
Correction Exercises

• - The Third Type

• It is using sentences that students
wrote as the material to focus on one
error type.
Editing Strategies and
Techniques

• - four kinds of techniques

• 1) Read-Aloud Technique
• 2) Pointing to Words
• 3) “Slow-Down” Techniques
• 4) Word Processing Grammar Checkers
teacher Feedback on Errors

• - four guidelines and suggestions for

providing feedbacks
• 1) underlining or highlighting errors
• 2) major errors
• 3) frequent errors
• 4) mini-conference
teacher Feedback on Errors

• - four guidelines and suggestions for

providing feedbacks
• 1) underlining or highlighting errors
• 2) major errors
• 3) frequent errors
• 4) mini-conference
thank you for
listening :)