Transcript 3bWritingx
Teaching Writing Do you enjoy writing? What makes a good writer? How is writing different than speaking? What kinds of writing have you done in the last 2 weeks? Describe the process you went (or go) through when writing. Endemic issues/challenges Motivation Lack of audience Students may not make use of teacher comments Labour intensive for teacher Plagiarism (downloaded, copied, translated) Other? Brainstorm for Types of Writing Personal Creative Study Social Public Institutional Brainstorm for Types of Writing Personal Diaries, journals, lists, addresses, recipes Creative Study Social Public Institutional Brainstorm for Types of Writing Personal Diaries, journals, lists, addresses, recipes Creative Poems, stories, drama, songs, Study Social Public Institutional Brainstorm for Types of Writing Personal Diaries, journals, lists, addresses, recipes Creative Poems, stories, drama, songs, Study Taking notes from reading and lectures, summaries, critiques, essays, reports, research papers Social Public Institutional Brainstorm for Types of Writing Personal Diaries, journals, lists, addresses, recipes Creative Poems, stories, drama, songs, Study Taking notes from reading and lectures, summaries, critiques, essays, reports, research papers Social Invitations, emails, FB, cards, instructions, Public Institutional Brainstorm for Types of Writing Personal Diaries, journals, lists, addresses, recipes Creative Poems, stories, drama, songs, Study Taking notes from reading and lectures, summaries, critiques, essays, reports, research papers Social Invitations, emails, FB, cards, instructions, Public Emails/letters to complain, inquire, request Filling in application forms Institutional Brainstorm for Types of Writing Personal Diaries, journals, lists, addresses, recipes Creative Poems, stories, drama, songs, Study Taking notes from reading and lectures, summaries, critiques, essays, reports, research papers Social Invitations, emails, FB, cards, instructions, Public Emails/letters to complain, inquire, request Filling in application forms Institutional Agendas, minutes, memos/emails, reports, reviews, contracts, resume/CV, application letters, instructions, policies, ... Canadian Language Benchmarks Classifies writing tasks into 4 categories (through 12 levels): Interacting with others Reproducing Information Getting things done Sharing information http://www.cic.gc.ca/english/pdf/pub/language- benchmarks.pdf Communicative Competence in Writing Strategic Competence Grammatical Competence Sociolinguistic Competence Discourse Competence Functional competence Communicative Competence in Writing Strategic Competence Writing process, gathering ideas, outlining and organizing, drafting, revising and editing Grammatical Competence Sociolinguistic Competence Discourse Competence Functional competence Communicative Competence in Writing Strategic Competence Writing process, gathering ideas, outlining and organizing, drafting, revising and editing Grammatical Competence Grammar (subject/verb agreement, fragments, run-ons, verb form, etc.) Vocabulary (choice, word form) Mechanics (spelling, punctuation, handwriting) Sociolinguistic Competence Discourse Competence Functional competence Communicative Competence in Writing Strategic Competence Writing process, gathering ideas, outlining and organizing, drafting, revising and editing Grammatical Competence Grammar (subject/verb agreement, fragments, run-ons, verb form, etc.) Vocabulary (choice, word form) Mechanics (spelling, punctuation, handwriting) Sociolinguistic Competence Ability to vary writing (content, tone, language) based on audience, purpose, topic. Discourse Competence Functional competence Communicative Competence in Writing Strategic Competence Writing process, gathering ideas, outlining and organizing, drafting, revising and editing Grammatical Competence Grammar (subject/verb agreement, fragments, run-ons, verb form, etc.) Vocabulary (choice, word form) Mechanics (spelling, punctuation, handwriting) Sociolinguistic Competence Ability to vary writing (content, tone, language) based on audience, purpose, topic. Discourse Competence Coherence, flow (connectors, key words, organization, etc) Functional competence Communicative Competence in Writing Strategic Competence Writing process, gathering ideas, outlining and organizing, drafting, revising and editing Grammatical Competence Grammar (subject/verb agreement, fragments, run-ons, verb form, etc.) Vocabulary (choice, word form) Mechanics (spelling, punctuation, handwriting) Sociolinguistic Competence Ability to vary writing (content, tone, language) based on audience, purpose, topic. Discourse Competence Coherence, flow (connectors, key words, organization, etc) Functional competence Ability to convey intention; ability to use language functions and formulas (e.g., the language used to recommend, propose, describe, present opinions, apologize, etc.) Principles and practice Writing tasks should be as “real” as possible That is, they should be “...meaningful, appealing and engaging, with a transparent connection to the learner’s real-world needs and future goals” (ATESL, 2009, #43). Writing is communication – choose topics that engage learners and allow them to express themselves and their ideas. Writing tasks should have a purpose that goes beyond practice. Encourage awareness of audience Students can read the stories they write to a partner Publish learner writing (class books, wiki’s, blogs, websites) Have students exchange and respond to peer writing Dear Abby-type letters – students each write a letter; then respond to a letter. Written debates Movie/book reviews – have students share. Role-playing/games in writing After a decision drama, write letters to an imagined person. After listening to a news report, imagine you are a reporter and write a news article. Pass-it-on stories Provide input before writing About the issues/ideas/content Have learners brainstorm, discuss, debate, survey Write about common experiences, fieldtrips Audiovisuals (photos, maps, picture sequences, lectures, videos) can spark ideas for writing Reading texts can provide models and provoke learners into wanting to respond Write based on speaking/listening/reading About topic-specific language (vocabulary, perhaps introduced in reading/listening) About task-specific language (e.g., language for expressing opinions, making suggestions, contrasting, cause/effect) Provide scaffolding Group-writing prior to individual writing. Language experience stories Dictocompositions Writing from a model Harmer, poetry writing examples, p. 336) Guided writing where learners fill in blanks Grammar/punctuation/sequencing work related to the task (e.g., Add capitals/punctuation when a piece is read aloud. (Harmer) Use subordination to improve a piece that is written entirely with simple sentences. Replace nouns with pronouns (H. p.333) or his/her with they (fixing verbs) Cloze: students fill in blanks (correct verb tenses, reporting verbs, transitions, articles, etc.) Putting sentences in order (Harmer, p.334) Balance Fluency, Accuracy, and Complexity Some assignments may focus on one more than another. Many assignments focus on all, at different stages of the writing process. For fluency, respond primarily to the message. Blogging, journaling, dialogue journals, brainstorming, note-taking Focus primarily on fluency/meaning during the idea-generating, organizing, and even initial drafting stages. For complexity: Encourage the use of a particular form (e.g., present perfect, subordination rather than coordination, modals and softeners) in a writing task. For accuracy: encourage editing for particular issues, revising Reading aloud to locate errors related to punctuation, run-ons, fragments Use tools (dictionaries, grammar references) Peer editing, focused on particular issues Revising based on your comments Provide feedback (Harmer, p.147-152) Feedback should be timely Feedback should include the opportunity to apply what was learned (encourage drafting and redrafting) Have a rubric/criteria that takes content as well as form into consideration. Criteria will differ depending on the task and what you have taught. See also: http://www.elsanet.org/site/resources/elsaassessment Point out both the positive and the negative Don’t re-write papers, or try to fix every error Identify errors and have learners fix E.g., symbols; underline + diagnose; only underline; only diagnose Minimizing the editing load with large EFL classes (see also Harmer, 151-152): Give a quick read through the assignments, and take notes on the common errors. Project/Write up examples of the errors BB. Do not assign marks. In class, teach about those errors, using the examples gleaned from student writing. Then, have students work in pairs/groups, to revise their writing for those particular problems. Students hand in revised papers. Collect writing, mark, but again, don’t try to correct everything – concentrate on what you have taught. Focus more on errors about which you just taught. Sample Series of activities in Sara’s intermediate writing class (might take a number of classes) 1. 10-minute fluency writing on a controversial topic in news 2. Grammar Gaffes (I project 10-20 examples of problems from their previous writing assignment – together we identify the errors and talk about different ways to correct them). 3. Hand back previous writing assignment – students revise the writing assignment based on my comments. 4. Dicto-composition (I read aloud a text – e.g., letter to the editor. Students take notes, and then in group, re-construct their notes back into the letter on the computer/flipchart paper. Class provides feedback on their writing. 5. After a review of punctuation, I hand out a letter to the editor with all punctuation removed (same letter, or different one on same topic). I read it aloud and students put in the correct punctuation. 6. A listening, conversation, debate or role-playing activity related to the topic of the letter to the editor. 7. Homework: Students write a letter to the editor 8. Peer feedback: Students read and respond to a peer’s letter to the editor (Is the writer’s opinion clear? Does the writer provide enough support for his/her opinion? Is there anything that isn’t clear?) 9. I collect their writing, and take notes on examples of common grammatical mistakes (for use in our next “grammar gaffes” section). I also make suggestions for revisions and use symbols to identify grammar/language errors. 10. And the cycle continues… Summary Keep writing tasks as real as possible Encourage learners to be aware of audience Provide input before having learners write Provide scaffolding Balance fluency, accuracy, and complexity Provide feedback Example – a beginner class First tell students what you did yesterday – informal “chat” time at beginning of class. Then have students repeat back to you what you did and write it on the flip chart paper. Then, students follow the writing you modeled, and write about what they did yesterday Back Example Yesterday I got up at _____. I had ___________ for breakfast. Then I__________________________. I went shopping to __________________________, and bought _____________, _______________, and ____________________. When I got home, I _______________________. It was a _________ day. (Back) Example (From NQ ICCN curriculum) on january 15 2008 I was injured while working on unit 32 at st john’s hospital with assistance from RNA maria james I was attempting to transfer a dementia patient from his bed to his wheelchair however a loud noise in the hallway startled the patient who reached up and grabbed me around the neck pulling very hard within a few minutes i began experiencing severe pain in my neck I reported the incident to the supervisor who allowed me to go home early (Back) As you listen to the following injury report being read aloud, underline any sentences that sound choppy. Then rewrite the report, combining sentences (From NQ ICCN curriculum) RNA Maria James was assisting me. I was attempting to transfer a dementia patient from his bed to his wheelchair. A loud noise in the hallway startled the patient. The patient reached up. He grabbed me around the neck. The patient pulled very hard. A few minutes went by. I began experiencing severe pain in my neck. I reported the incident to the supervisor. She allowed me to go home early. I then made an appointment with my doctor. My doctor diagnosed a soft tissue injury. I am now seeing a physical therapist once a month. Since that time, I have experienced severe blinding headaches. I have had to miss work. (Back) Re-write the paragraph using plural subjects. That is, refer to “patients” rather than “a patient” throughout the paragraph Hospital administration must recognize that there are certain circumstances in which it is impossible for a patient to provide for or purchase his or her own personal care items. For instance, it is often the case that a psychiatric patient who has been admitted against his or her will has no resources to purchase the necessary personal care items. This kind of patient is often admitted without his or her family’s knowledge or support – so the hospital cannot always expect that the family will provide these personal care items. Also, a patient may be admitted in an adverse emergency situation, far from his or her home and family support. (Back) (From NQ ICCN curriculum) Put the correct verb form in each of the blanks Mrs. Yvonne McIntire, a thirty-three-year-old pregnant patient, __________________(admit) to the emergency department at 9:00 pm, December 2, 2008. During the interview, she ___________(be) pale and lethargic. She ___________(be) in her seventh month of pregnancy. She ___________(has) severe nausea since last week and ___________(vomit) three times since last night. Her lips ___________(be) chapped and her skin ___________(be) very dry. Diagnosed with pre-eclampsia, she ___________(hospitalize) by obstetrician order to room 12 unit 5F2. She ___________(not feel) any fetal movement for the last 12 hours. (Back) Sample rubric Content…………..____/4 4-Meets all requirements, appropriate tone, voice, formality, examples/details 3-Adequate response, sufficient information. May lack detail or be inappropriate in tone, etc 2-Limited response. Minimal support, doesn’t meet requirements, some info unclear 1-Insufficient, irrelevant material Organization……….___/4 4-Paragraphing, order, transitions, a cohesive unified whole 3-Clearly stated ideas, logical organization, adequate development. May not be cohesive between paragraphs. 2-Inconsistent, not logical, lack of development. Lack of coherence. 1-Insufficient, no organization Vocabulary………..____/4 competent use of expanded vocabulary. Idioms, expressions appropriate to context of task. 3-Expanded vocab. Some errors but meaning not obscured. 2-Limited range, frequent errors, meaning sometimes obscured. 1-Insufficient. Language Use………____/4 4-Variety of sentence structures, verb/noun phrases, few errors. 3-Less complexity. Errors, but meaning not obscured. 2-Frequent errors (missing parts of speech, shifts, etc.). Some sentences confusing. 1-Insufficient, or lack of variety, or meaning obscured. Mechanics………____/4 4-Mastery of basic spelling, punctuation, capitalization. Uses sophisticated punctuation -- colon, semicolon, dash, brackets. 3-Occasional errors in spelling, punctuation, capitalization. No sophisticated punctuation. 2-Frequent errors. Poor handwriting obscures meaning. 1-Dominated by errors; illegible or insufficient. BACK Links to Images used in PPT Writer throwing papers: http://writingisacompulsion.blogspot.ca/ Little white playdough guy w/pen: http://www.d.umn.edu/~cspiller/expectationsforpapers.html Girl writing in journal: http://www.imsimplydebbie.com/3quicktipstogetyouwriting/ CCLB icon: http://www.language.ca/display_page.asp?page_id=1 2 guys writing/typing: http://atclassroom.blogspot.ca/2010/02/writing-todemonstrate-knowledge.html For Real: http://www.coloradostateplan.com/forREAL_resources.htm Audience: http://writerswhokill.blogspot.ca/2013/04/finding-audience.html Pencil: http://jpulley.edublogs.org/2011/04/19/wonderful-writers-in-jk/ Pitcher: http://www.dreamstime.com/royalty-free-stock-photo-christmas-holidaypitcher-pouring-gingerbread-men-image10542135 Scaffolding: http://steve-wheeler.blogspot.ca/2010/06/scaffolding-or-noscaffolding.html Tightrope : http://weatherlightblog.blogspot.ca/2010/10/tightrope-dreamer.html Feedback: http://www.renotechs.com/how-to-give-and-take-feedback-for-webdesign-projects/