The Teaching of Writing, Nct Cultural Week. Copy 3
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Transcript of The Teaching of Writing, Nct Cultural Week. Copy 3
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Rosana C. Silva, NCT, ELC 2014
I. THE ART OF TEACHING WRITING
II. CREATIVE STRATEGIES
III. SUGGESTIONS FOR IMPROVEMENT
IV. ACADEMIC EXCHANGE
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Rosana C. Silva, NCT, ELC 2014
Engaging students& Encouraging them to write
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Why do students find difficulty in writing?
First language interferenceWeak understanding of writing conventions:
spelling, punctuations, capitalization, grammar
Lack of intrinsic motivation
Weak level of grasping sentence structure, tenses,s-v agreement
Poor ideas/ unsatisfactory critical thinking/analytical skills
They think writing is irrelevant / difficult
College students come to NCT with very weakbackground knowledge of basic language skills
Weak written language competenceRosana C. Silva, NCT, ELC 2014
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The Art ofTeaching Writing
Rosana C. Silva, NCT, ELC 2014
Put it before them briefly so they will read it,
concise
Proper organization
Use Vivid details
Correct usage
Clearly so they will appreciate it,
picturesquely so they will remember it, and
above all, accurately so they will be guided
by its light. - Jo seph Pu litzer
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Rosana C. Silva, NCT, ELC 2014
THE WRITING PROCESS
& STRATEGIES
Planning
BrainstormingGraphic organizers
Outlining
Character charts
Topic sentence
Clustering
Sensory charts
Story mapVisuals/realias
Writing theFirst Draft
Guide questionsModeling
Prior knowledge
Authentic
experiences
Scaffolding
Build up activities
Controlled to freeCreative
activities-
photography,
reading, poetry,
rhymes, songs
Editing & RevisingWriting theFinal Draft
Language focusOrganization & content
Transitional devices
Use writing portfolio
Reading aloud
Computer assisted
Peer evaluation
Collaborative writingRevision by modeling
Real time checking/
Individual Feedback
Assessment checklist
Positive
feedback
Encourage
students to
write more
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Rosana C. Silva, NCT, ELC 2014
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LEARNING TASK:
Use the five senses to describe a particular person
BRAINSTORMING
HEIGHTMediumShortTall
BODY TYPEAthleticHeavyMuscular
Plump
HAIRBlondeCurlyDark
Red
FEATURESBeardDimpleFreckles
Glasses
OUTLOOKSadHappyCheerful
IntrovertAccessories
Oman RingNecklaceScarfEarrings
CLOTHESOmani dressGethraDisdashaAbaya
SHOESSneakersHigh-heelsSandals
CHARACTERKindGenerousSociableOrganized
STATUSSingleMarriedRichPoor
Rosana C. Silva, NCT, ELC 2014
Show dont tell technique - let the readers experience the story through
actions, words, senses
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LEARNING TASK: Descriptive Writing
Use the five senses to describe a particular object /food / person / place
SENSORY CHART
SEE HEAR FEEL/TOUCH SMELL TASTE
Color
Light greenRed orange
Soft Texture
SoftHard
Fruity
SmokyFlowery
Salty
Sourbitter
SizeBig / small
Loud CoarseRough
Pungent Ingredients
ShapeOval / square
Pleasant SmoothFine
Fresh Preparation
HeightShort / tall
Unpleasant Foul
Clothes/shoes/accessories Rosana C. Silva, NCT, ELC 2014
Adapted from: Karen Blanchard & Khristine Root,Ready to Write (NY: Pearson Educ., Inc., 2003)
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GUIDE QUESTIONS
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GRAPHIC ORGANIZERDescribing a Person
FAKHRIYAKHAMIS
HairLooks like
Clothes/shoes
Physical
appearance accessories
personality
behavior
Age
characterJob
status
Rosana C. Silva, NCT, ELC 2014
Adapted from: Wang, Carolyn. Teaching and GradingDescriptive Writing.
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OUTLINING
SAMPLE OUTLINEdescription of a place
A. Topic Sentence
1. Attention getter / opening sentence
2. The place I am writing about
3. Brief feeling about the placeB. Supporting ideas
1. Factual details
2. Sensory details with vivid language
3. Description of things in the place
C. Conclusion
1.Restatement of feeling about the place
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NIGHT
LEARNING TASK:
Compare & Contrast Item 1 & 2
DAY
SKY
SUN
Item 1
MOON
Item 2
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Comparison & Contrast
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LEARNING TASK:
Compare & Contrast Item 1 & 2
Graphic Organizer
Item 1 Item 2
similarities
DifferencesDifferences
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Remember what a paragraph is
State your main idea clearly Hook your reader
Keep it short and sweet
Writing a Good Topic Sentence
Laura Medina, et al.
Make your paragraph
easy to follow
It is not an invitation to
simply announce your
topic
Bring up questions in
their mind that you
intend to answer
Make your intention clear
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Describe a character
Portray an emotion
Use details/memories
Talk about ones bravest ormost frightening moment
Present a summary/generalimpression
Sample Topic Sentences
My best friend Abdullah is a good friend,
honest, and loyal.
I felt so happy when my father
bought me a brand new car.
I still remember the day I went
shopping in Dubai with my
mother.
I will never forget one day
in June, the day I had an
accident in Muscat.As I enter my bedroom, I can see
a neat, clean, and well-organized
room.
Rosana C. Silva, NCT, ELC 2014
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Writing Proper
Straight Line of Development:
"Tell your readers what you are going to tell them;
then tell them;
then tell them what you told them."
Introduction
Supportingdetails
Conclusion Rosana C. Silva, NCT, ELC 2014
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Introduction:
Write a topic sentence summarizing your impression of yourbest friend/father/mother/brother/sister
Supporting Details:
Who is he/she? What does he/she do? How does he/shelook like from head to toe? What are the distinguishingfeatures? Describe clothes/shoes/accessories.Describe the personality or character. What kind of person ishe/she?
Conclusion:End the description. What did you like most / least aboutthe person?
GUIDED WRITING
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SPACE ORDER refers to space or layout
Describe the setting in some sort of order based onlocation
*Clockwise direction
*Front to back*Top to bottom
Imagine that you arestanding in the doorwayof your bedroom. Howwould you describe the
room to someone whohas never seen it?
ORDER IN WRITING
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Writing Without Order
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Using Space Order
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N ti W iti
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Rosana C. Silva, 3rd Semester 2013
Narrative Writing
Directions: Fill in the story organizer with the information about the
experience that you plan to write about.
EVENT:____When my family went to Masirah Island
WHEN:_____Last summer_
WHERE:_____Masirah Island
WHO WERE WITH YOU?_my father, mother, brothers, and sisters_
DETAILS:
What kind of day is it?______It was a bright day, the sun was up
How did you get to the place?__My father drove the van,_then we took a ferry
What interesting events happened?
1._We camped by the beach in Masirah
2. We saw a lot of turtles
3. The turtles were nesting
How did it end? My father took us to some other places then we went back home
STORY ORGANIZER
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Rosana C. Silva, NCT, ELC 2014
http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=CGrGMDL2CNv1dM&tbnid=BFylcdw3ergGoM:&ved=0CAUQjRw&url=http%3A%2F%2Ftwistynoodle.com%2Fstory-map-3-coloring-page%2F&ei=Xd2lUdebOcPWrQehoYHIAQ&bvm=bv.47008514,d.aGc&psig=AFQjCNEvcnkpyJcTranoG-plP_k2G5FHpQ&ust=1369910983590356http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=CGrGMDL2CNv1dM&tbnid=BFylcdw3ergGoM:&ved=0CAUQjRw&url=http%3A%2F%2Ftwistynoodle.com%2Fstory-map-3-coloring-page%2F&ei=Xd2lUdebOcPWrQehoYHIAQ&bvm=bv.47008514,d.aGc&psig=AFQjCNEvcnkpyJcTranoG-plP_k2G5FHpQ&ust=1369910983590356 -
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Rosana C. Silva, NCT, ELC 2014
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The Voice of NCT Writing Teachers
Go down to the level of students
Use varied writing techniques
Use students background knowledge/prior knowledge, realia
Work with students and constantly encourage them to improve
Give positive feedback instead of negative
Always provide a reason or a specific audience for assigned
writing
Explain the writing task/learning areas covered
Involve the students in planning & evaluating
Help students become strategic writers - inspire them to write
Show great patience & perseverancedontget frustrated
Show students strengths and weaknesses
Insist on revising and editing
Integrate writing with other skills such as reading
Use creative materials such as poetry, painting, short stories,rhymes, songs
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From various scholars
Be creative with assignments and activities that address nontraditional ways of learning(Friesen, Helen Lepp. PhotographyandWriting: Alternative ways of Learning for ESL Students. Sep. 2012)
Integrate reading and writing
students reacted positively to the course -Integrated reading andwriting course for first yearArab EFL students in Israel (Rass, RuwaidaAbu. Integrating Reading and Writing for Effective LanguageLearning. Jan.-Mar. 2001)
Provide explicit modeling particularly in teaching cognitive learningstrategies (Regan, Kelley and Berkeley, Sheri. Reading and WritingInstruction: A Focus on Modeling. May 2012)
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From various scholars
Collaborative writing (CW) had an overall significant effect onstudents L2 writing particularly content, organization, andvocabulary, but not for grammar or mechanics. In addition, studentparticipants found the experience enjoyable and felt that itcontributed to their L2 learning. (Shehadeh, Ali. Effects and StudentsPerceptions of Collaborative Writing in L2. UAE. Dec. 2011)
The practice ofreading aloud was regarded as helpful by theparticipants particularly in the process of revisionpunctuation,grammatical agreement, and missing verbs (esp. verb to befrequently omitted by Arab students). At the end of the semester
most students read aloud their final drafts before submitting them tothe instructor (Golkowska, Krystyna. Voice and Dialogue in TeachingReading/Writing to Qatari Students. Weill Cornell Medical College.Qatar, Qatar)
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Portrait of an Effective Writing Teacher
Does the writing teacher need to be a writer?
Rosana C. Silva, NCT, ELC 2014
Teachers perception of their own writing impacts their teachingof writing, therefore, teachers must be cognizant of their self-perception of writing and how writing instruction ismanifested in their classrooms. (G.W.Brooks Teachers asReaders and Writers and as Teachers of Reading andWriting.2007)
Effective teachers are active participants in the writing process.Effective writing teachers model and share their writing,connect reading and writing as essential literary
components, and provide students with options and ampletime for writing (Thornton, Areva, Teachers Self Perception ofTheir Writing and Their Teaching of Writing. Ph.D. Dissertation,Capella University)
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Principle of Teaching
Rosana C. Silva, NCT, ELC 2014
Tell me, Ill forget
Show me, Illremember
Involve me, Illunderstand
S l St d t P
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Sample Students Poems
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10 Steps to Becoming a Better Writer
Rosana C. Silva, NCT, ELC 2014
- Brian Clark
1. Write.
2. Write more.
3. Write even more.
7. Write when you have something to say.
5. Write when you dont want to.
6. Write when you do.
4. Write even more than that.
8. Write when you dont.
9. Write everyday.
10. Keep writing.
Bibliography
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Rosana C. Silva, NCT, ELC 2014
Bibliography
Blanchard, K., & Root, K. (2003) Ready to write. New York: Pearson Educ. Inc.
Cunningham, P.M., and Cunningham, J. W. (2000) What really matters in
writing. Boston, MA: Pearson Education.
Friesen, H.L. (2012, September). Photography and writing: alternative ways of
learning for ESL students.Teaching english in the two-year college. v40 n1.
Retrieved February10, 2014, from http://www.eric.ed.gov
G.W.Brooks (2007). Teachers as readers and writers and as teachers of
reading and writing.
Golkowska, K. Voice and dialogue in teaching reading/writing to
Qatari students. Weill Cornell Medical College. Qatar, Qatar. Retrieved
February 11, 2014, from http://www.eric.ed.gov
Laura, Medina, et. Al. (n.d.) How to Write a Good Topic Sentence. Retrieved
October 10, 2013, from http://www.wikihow.com
Rass, R.A. (2001,Jan.-Mar.). Integrating reading and writing for effective
language learning. Forum, v39 n1. Retrieved February 8, 2014, from
http://www.eric.ed.gov
http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.wikihow.com/http://www.wikihow.com/http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/ -
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Rosana C. Silva, NCT, ELC 2014
Bibliography
Regan, K. and Berkeley, S. (2012, May). Reading and writing instruction: A
focus on modeling. Intervention in school and clinic. V47 n5. Retrieved
February 8, 2014, from http://www.eric.ed.gov
Shehadeh, A. (2011, December). Effects and student perceptions of
collaborative writing in L2.Journal of second language writing.UAE.v20 n4.
Retrieved February 8, 2014, fromhttp://www.eric.ed.gov
Thornton, A. Teachers self perception of their writing and their teaching
of writing. Ph.D. Dissertation, Capella University. Retrieved February 5, 2014,
from http://www.eric.ed.gov
http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/ -
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Rosana C. Silva, NCT, ELC 2014
Acknowledgments
NCT Management for the opportunity
ELC Management for the trust
ELC Lecturers & friends for their valuable inputs
Writers and scholars for the literature bases
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Rosana C. Silva, NCT, ELC 2014