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Contenido:

Writing tips 1

Thinking about wri-ting

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Brainstorming 2.1

Speed writing

2. 3.

Loop writing 2.4

Writing tips

This article looks at a few techniques for ‘thinking’ about writing. Tip 1: regular writing One problem with ‘writing’ is that in many EFL classes it is relegated to homework or classes devoted to writ-ing. The first tip is to in-clude a ‘bit’ of writing into your regular classes. Tip 2: giving the writing a purpose Another problem is that writing is often done ‘cold’, in ‘real’ life this isn’t the case. Writing is normal in response to something else whether it be another piece of writing (i.e. answering a letter), a conversation (i.e. taking notes during a tele-phone conversation), or after reading something (i.e. replying to a job ad-vert). This means that the piece of writing has a con-text and, in most cases, a ‘thinking’ time. Therefore, it would be use-ful to try and make the writing you give in class (or for homework) as realistic as possible. So, discuss the topic and writing before starting to write. Tips 3, 4 and 5: fitting writing into your lessons

Writing is often seen by students as being ‘boring’. This is partly because of lack of ‘thinking’ and dis-cussion time but is also due to writing being seen as an individual task and not one that is collective. As many EFL classes use lots of pair and group work ‘writing’ (and long texts of reading) often don’t ‘fit’. 3. Break the writing up. Talk about the topic, plan, discuss the plan, write the outline and discuss, write the first paragraph & dis-cuss etc. 4. Make it part of the les-son by talking about the topic, reading about it, developing role plays from the situations etc. 5. You can also make much of the writing collabo-rative. Tip 6: it’s finished In a way a piece of writing should never be finished. The more you can reuse/recycle a piece of writing the better. So, use stu-dents’ writing as the start-ing point for a future lesson (either for discussion) or to be responded to with an-other piece of writing. When you correct a piece of writing, instead of mark-ing mistakes (which are often seen as spelling, punctuation or grammar) in red pen, respond to the content and style with questions and make the

student think about what they have written and give them a need to write again responding to your ques-tions.

ANTOLOGÍA N°1 DCN: ASPECTOS ESPECÍFICOS - INGLES ITEM 19 HUAMACHUCO - SUBSEDE SANTIAGO DE CHUCO

AULA VIRTUAL

Writing skills

Puntos de interés espe-

cial: REGULAR WRITING

GIVING THE WRITING A PURPOSE

FITTING WRITNG INTO LESSONS,

W R IT ING T IPS Author: Jackie McAvoy

September 25, 2009

Universidad Nacional de Trujillo Facultad de Educación y CC.CC

Contenido:

Writing tips 1

Thinking about wri-ting

2

Brainstorming 2.1

Speed writing

2. 3.

Loop writing 2.4

Writing tips

This article looks at a few techniques for ‘thinking’ about writing. Tip 1: regular writing One problem with ‘writing’ is that in many EFL classes it is relegated to homework or classes devoted to writ-ing. The first tip is to in-clude a ‘bit’ of writing into your regular classes. Tip 2: giving the writing a purpose Another problem is that writing is often done ‘cold’, in ‘real’ life this isn’t the case. Writing is normal in response to something else whether it be another piece of writing (i.e. answering a letter), a conversation (i.e. taking notes during a tele-phone conversation), or after reading something (i.e. replying to a job ad-vert). This means that the piece of writing has a con-text and, in most cases, a ‘thinking’ time. Therefore, it would be use-ful to try and make the writing you give in class (or for homework) as realistic as possible. So, discuss the topic and writing before starting to write. Tips 3, 4 and 5: fitting

writing into your lessons Writing is often seen by students as being ‘boring’. This is partly because of lack of ‘thinking’ and dis-cussion time but is also due to writing being seen as an individual task and not one that is collective. As many EFL classes use lots of pair and group work ‘writing’ (and long texts of reading) often don’t ‘fit’. 3. Break the writing up. Talk about the topic, plan, discuss the plan, write the outline and discuss, write the first paragraph & dis-cuss etc. 4. Make it part of the les-son by talking about the topic, reading about it, developing role plays from the situations etc. 5. You can also make much of the writing collabo-rative.

Tip 6: it’s finished In a way a piece of writing should never be finished. The more you can reuse/recycle a piece of writing the better. So, use stu-dents’ writing as the start-ing point for a future lesson (either for discussion) or to be responded to with an-other piece of writing. When you correct a piece of writing, instead of mark-ing mistakes (which are often seen as spelling, punctuation or grammar) in red pen, respond to the content and style with questions and make the student think about what they have written and give them a need to write again responding to your ques-tions.

ANTOLOGÍA N°6 DCN: ASPECTOS

ESPECÍFICOS - INGLES

Writing skills

Puntos de interés espe-

cial: REGULAR WRITING

GIVING THE WRITING A PURPOSE

FITTING WRITNG INTO LESSONS,

W R IT ING T IPS Author: Jackie McAvoy

September 25, 2009

Universidad Nacional de Trujillo Facultad de Educación y CC.CC

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None – the materials will be dependent on your class/students. However, you may wish to use the examples below the first time you try these techniques. If possible it would be useful to bring in examples of different types of ‘long’ writing (i.e. letters, articles, reports, essays etc). These do not necessarily have to be ‘real’

examples (although those can be useful) but could be from coursebooks, the Internet, or even from other students (clearly these would need to be ‘good’ models). Explanation We often spend time

on the nuts and bolts of writing such as sentence or paragraph structure, cohesion, appropriate language and style etc, but often neglect the pieces we want to bolt together. This lesson aims to address this ‘problem’. Instructions

2.1 . Task 1 – Brainstorming Usually brainstorming is done in two ways: either students are put into small groups, given the topic and a time limit and told to write their ideas down – then all the groups ideas are collated; or the brain-storming is done as a whole class activity with students shouting out their ideas and the teacher writing these ideas on the board. For this task we would like you to try a different technique for brainstorming. Start by writing the topic (or question) on the board. Sit your students in a circle (if possi-ble) and tell them you will give each student 4 seconds to give you an answer. Start at the left of the circle and if the student gives you a response write it on the board and move on to the next student. If a student doesn’t say something within 4 seconds ask the student to move their chair slightly back and move on. Go round the whole class and then start again and repeat the proc-

ess. On the third round any student who didn’t say anything (in any round) is ‘out’. This brainstorming technique ensures that a) most students participate, and b) that the pace remains high. Although the first time you use this brain-storming technique you may get little re-sponse once the students are used to it (and its rules) you will find that it is quite productive. 2.2. Task 2 – Speed writing Note: For this activity students do the ac-tual writing individually. Make certain that all the students can see the ‘brainstorming’ board. Tell the students you are going to give them only 15 minutes (you could give as little as 10 minutes but don’t give more than 20) to write. They should concentrate on ideas, not on language, grammar or punctuation. They write as quickly as possible and should not stop. They cannot cross anything out or correct mistakes during this time. If they cannot think of a word or a phrase they should leave a blank space or write it in their own language. Once the time is up, shout ‘stop’. Students should now work in pairs or small groups and read out what they have written. At this stage all the students should just listen. Next, as a group (or pair) the students should work through the text correcting mistakes, changing punctuation, translat-ing words or phrases into English, or fill in the blanks. 2.3. Task 3 – Loop writing Loop writing is a way of ensuring paragraphs link together forming a coher-ent text. In another writing lesson in this sec-tion Writing an essay on cause and ef-

fect the aim of the lesson was developing coherence and cohe-sion. This task is a continuation of that theme but builds upon the brainstorming and speed writing tasks (stages) in this lesson. During the speed writing you will find that students have gener-ated lots of ideas, but that most of these will be at a sentence level or possibly paragraph level. This means that these ideas now need to be structured into a complete text. The task can be done either individually or in small groups (3 or 4) In groups ask the students to choose 1 piece of writing. Now ask them to read through it and link ideas together that have a similar sub-topic. Now they should decide which idea (or sentence) will start the piece of writing. Using this idea (and the ones that go with it in the same para-graph) they should write the first paragraph. Next, they should summarise the first paragraph in one sen-tence. This sentence is then used to start the second paragraph. Follow the steps used to create the first paragraph and then summa-rise the second paragraph. Use the sentence that sum-marises the second paragraph as the start of the third paragraph. Continue with these steps until you have completed the writing. Read through again and check as a ‘whole’ text. If the task is done individually the same steps are followed but there is no discussion between students about what should go where

2. Thinking about writing Author: Adrian Tennant

ANTOLOGÍA N°6 DCN: ASPECTOS ESPECÍFICOS - INGLES Página 2

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REFERENCIA Author: Jackie McAvoy Level: intermediate, upper-intermediate Type: teaching notes This lesson looks at a few techniques for ‘thinking’ about writing. http://www.onestopenglish.com/section.asp?catid=59423&docid=146339

I . ANSWER THESE QUESTIONS?

1. .Writing is usually thought to be the most difficult skill to acquire and should only be taught after stu-dents have learned the other skills. Do you agree? Explain.

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2 . Reflect on your experience as a foreign language learner. Did you have problems in expressing your ideas in writing? What were those problems? How did you deal with those problems?. ……………………………………………………………………………………………….………………………………………………………… ………………………………………………………………………………………………..……………………………………………………….. ………………………………………………………………………………………….………………………………………………………………

II. PREPARE A SHORT WRITING ACTIVITY. ( Use the link in the platform : EXAMINAR - EDITAR ENVIO . (Si en caso no puedes accesar al link de la plataforma enviar a mi scorreo sheenmiriam_gmail.com)

1 . Use any of the techniques introduced in this module.

If there is a suitable activity in the texbook, use it or adapt it.

The activity should develop writing skills, not just grammar practice . 2 PLAN CAREFULLY:

Any material you need for the activity? Any oral preparation you would need to do before the activity.

GUIA DE TRABAJO

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