WRITING INSTRUCTION

Instructor : Professor Mavis Shang

Presenter

Dennis Chang-9610001M Rich Cheng 9610003M

FUNCTIONAL TASKS FOR

MASTERING THE MECHANICS OF WRITING AND

GOING JUST BEYOND

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

INTRODUCTION

Opening

Grice (1975)

Brief Introduction to This Chapter

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - Definition of Mechanics

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - The English Consonants The sounds of consonant letters should depend on the environment in

which they occur.

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - The English ConsonantsEx: “c” /k/ & /s/

c + a, o, u, l, r /k/ : cat, coach, cup, clock, crab

c + e, i /s/ : cell, city

c + h /7/ : chair

c + k /k/ (in the middle or at the end of words) : chicken, luck

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - The English Consonants The consonant letter of h is very powerful in changing the sound when

its environment is varied.Ex: “ch” /7/ : chair

“sh” /S/ : shirt “th” /8/ : theater

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - The English Consonants

1) When we teach consonants letters and sound correspondences, we

just need to focus on the difference.

2) Students from different writing systems need countries need special

writing exercises, such as, Japan, Korea, Thailand and so forth.

(see Appendix A)

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - The English Vowels 1) The vowel letters in English are more complex sound-spelling

correspondences but they still haves consistency and predictability.

2) Basic Types of English Vowels

a) Consonant Vowel Consonant-CVC (known as the environment for short

vowels)

b) CV or CVCe (known as the environment for long vowels)

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - The English Vowels 1) The environment CVC in all 5 vowel letters a, e, i, o ,u occurs as

simple lax (produce with relaxed muscle) and nondiphthongized, such

as, pan, pen, pin, pot and but.

2) However, the same 5 vowels in the CVCe environment occur with

tense and diphthongized, such as, pane, Pete, pine, rope, and cute.

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - Monosyllabic Words

If learners know the rule that when we need to add the inflection

(e.g. -ing) to the final syllable stressed verbs, it needs letters doubling.

Ex: sit sitting

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

What Do We Teach? - Polysyllabic Words 1) They also can apply the same rule to any polysyllabic verb.Ex: begin beginning

2) However, if the final syllable is not stressed, it doesn’t need letters

doubling.Ex: open opening

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

How Do We Teach Mechanics? - Aims to Teach Reading and Writing Mechanics:

1) to enhance letter recognition-especially when learners are from a

different writing system, such as, Korean, Japanese or Chinese

2) to practice sound-spelling correspondences via all four language skills

3) to help learners move from letters and words to meaningful sentences

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

How Do We Teach Mechanics? - Types of Recognition Tasks: 1) Matching task

2) Writing task

3) Meaningful sound-spelling correspondence practice

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

How Do We Teach Mechanics? - Types of Recognition Tasks: 1) Matching task

It helps learners develop effective recognition habits based on distinctive

graphic features. (Appendix A)

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

How Do We Teach Mechanics? - Types of Recognition Tasks: 2) Writing task

It starts with basic letter formation and leads to meaningful writing of words

and sentences. (Appendix B)

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

How Do We Teach Mechanics? - Types of Recognition Tasks:

3) Meaningful sound-spelling correspondence practice

It requires learners to focus on the pronunciation as well as the written shape

of the spelling patterns. (Appendix C)

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

More Advanced Writing Tasks: Developing Basic Communication Tools - Considerations of Teaching Advanced Learners 1) Task description 2) Content description

3) Audience description 4) Format cues

5) Linguistic cues 6) Spelling and punctuation cues

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Practical Writing Tasks - These tasks are procedural in nature and have a predictable

format (e.g. list).

- Lists can be many types. Ex: Things to do list, Things completed and Shopping list

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Practical Writing Tasks - Things to Do List

It is useful to practice verb base forms.

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Practical Writing Tasks - Things to Do List

Ex: a list for a group of students who are preparing a surprise birthday party

Things to doThings to do

1. buy a present for Donna (Sharon) 2. Call Donna’s friends (Gail)

3. Write invitations (Dan) etc

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Practical Writing Tasks - Things Completed List It is useful to practice past forms of verbs for students. 1) -ed

2) the deletion of a final e before adding -ed : live lived

3) double letter + -ed when the end of the word is stressed : can canned

4) replacement of y with i when the base ends is C (consonant) + y : try tried

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Practical Writing Tasks - Things Completed List It is useful to practice past forms of verbs for students.Ex:

Things completedThings completed

1. planned the games for the party 2. wrote the invitation

3. bought the present 4. called the friends

5. tried to call Donna’s mother etc

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Practical Writing Tasks - Shopping List It is a good way to practice the spelling of the plural ending of countable

nouns and the use of quantifiers. 1) /s/: when the end of the word is voiceless, we pronounce /s/ : cups

2) /z/: when the end of the word is voiced, we read /z/ : pencils

3) /Ez/: when the ends of the word are s, sh, ch, x, o, we pronounce /Ez/ : watches

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Emotive Writing Tasks Emotive writing task is a personal writing activity which includes letters to friends, narratives describing personal experiences,

personal journals or diaries.

1) Letter Writing

2) Personal Experience

3) Journals and Diaries

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

School-Oriented Tasks

It is one of the most important functions of writing that students are

required to write assignments, summaries, essays and so on.

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

EARLY WRITING TASKS:

COPING WITH THE MECHANICS

Dialogue Journal Writing at the Early Stages - It enables students and teachers to interact on a one-to-one basis

and also is a very useful communicative event at the early stages

of learning to write in a new language.

- Peyton and Reed (1990)

Functional Tasks for Mastering the Mechanics of Writing and Going Just Beyond

CONCLUSION

Objective of This Part

Advantages of Writing

Considerations for Teaching an ESL / EFL

Writing Course

Steps for Teaching Composition

Called Product Approach Principles of rhetoric and organization

→ rules for writing A text for classroom discussion, analysis Writing assignment Read, comment on, and criticize papers

Process Approach

vs. Product Approach Focus on general academic writing, personal

writing (content course) A cyclical approach

1.) drafting

2.) receiving feedback ( from peer or teacher)

The Writing Curriculum

Placement Considerations

Establishing Curriculum Principles

Placement considerations To sort students into levels of writing proficiency

(homogeneous) Prerequisite for curriculum planning (materials and methodologies) Placement test 1.) produce one or more writing samples 2.) TOEFL Test for Written English / 100-point ESL English Composition Profile 3.) multiple-choice grammar tests (×)

Establishing Curriculum Principles Based on skill levels For beginning or intermediate-level 1.) the imitation of models 2.) short texts 3.) self-expression For intermediate and advanced 1.) creation of self-generated texts

ESL / EFL Writing Class

As a workshop to learn to produce academic essays through mastering techniques for

getting started → generating ideas → drafting papers → anticipating revising → utilizing feedback

The Writing Class Syllabus Design Techniques for Getting Started Using Readings in the Writing Class Writing Assignments Responding Goal-Setting Shaping Feedback Forms of Feedback Error Correction

Syllabus Design Take into account curricular goals and the

particular students 1.) How much writing 2.) What the timelines 3.) What composing process 4.) What grammar and syntax 5.) What constitute progress 6.) How much readings 7.) How to grade

Techniques for Getting Started Brainstorming→ sharing their collective knowledge for their first drafts Listing→ individual activity / produce as lengthy a list as possible Clustering→ a key word or central idea Freewriting (speed writing)→ write without taking the pen from the page / provide an opening clause or sentence

Using Readings in the Writing Class Models of what English texts look like Input that helps students develop

awareness of English prose style Attention to particular stylistic choices,

grammar features Develop and refine genre awareness Practice skills as summarizing,

paraphrasing, interpreting, and synthesizing

Writing Assignments Refered to as a “Life Cycle”

1.) Let students know the context and reasons

2.) Content be accessible and allow for multiple approaches

3.) Be un-ambiguous and comprehensible

4.) Further knowledge of content and skills

5.) Rhetorical cues for format of finished assignments

6.) Let students know how their output will be judged

Responding What general goals What specific goals on a particular piece of

writing What stage What form Who should provide What students do

Goal-Setting Teacher

1.) implementing a variety of response types

2.) training students to maximize feedback

on future writing occasions Student

1.) make the best use of commentary

Shaping Feedback

First draft

→ marginal and end comments

Second draft

→ further examined the second draft papers

Students should process and work with a teacher’s comments

Forms of Feedback Embrace the value of Collaborative Learning Oral Teacher Feedback 1.) uncover potential misunderstanding 2.) learn more in the one-to-one exchange 3.)submit a cassette tape with each draft Peer Response 1.) gain a sense of audience 2.) put students together in groups 3.) must be modeled, taught, and controlled

Way to Guide Peer Response Provide a short list of directed questions Particular rhetorical feature discussed in class Trained by reviewing an essay written by a students

in a previous class More complex and varied questions

ex: What is the main purpose of this paper?

What have you found particularly effect in

the paper

Maximize the Value of the Feedback Provide practice in the valuable skill of text

analysis Written responses as the basis for oral

discussion between reader and writer Focus not only grammar but training and

instruction Different cultures and participants

Error Correction Grammar and editing feedback as well as

instruction Writing course is not a grammar course Work on eliminate grammar and stylistic

infelicities Decide WHEN, WHO, WHICH, and HOW

to correct

How to Call Students’ attention to errors

Point out specific errors by using a mark Correct by writing in the corrected form Label specific errors Indicate the presence of error but not the

precise location Ignore specific errors

GRAMMAR IN WRITING

Grammar in Writing

INTRODUCTION

Barbara Hawkins Doughty and Williams (1998) Hillocks (1986) Krashen (1982) Jan Frodesen (2001) the Importance of Grammar Instruction

Grammar in Writing

GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN WRITING INSTUCTION

Learner Variables

- Celce-Murcia (1985)

- Ferris and Hedgcock (1998)

- Reid (1998)

- Native Speakers versus EFL Students

Grammar in Writing

GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN WRITING INSTUCTION

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

Grammar in Writing

GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN WRITING INSTUCTION

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

Grammar in Writing

GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN WRITING INSTUCTION

Situational Variables - Celce-Murcia (1985) - Little (1994) - Gr. in different objectives of classes - Gr. in different kinds of writing

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

Text Analysis - Considerations for Selecting Grammar Points and Materials for Text 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

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

Sample Text Analysis Lessons

- That and zero-that clauses

- Tense and Time Frame Shifts

- Demonstrative Reference

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

Text Conversion - Learners have to rewrite passage or short texts.Ex: 1) present time frame past time frame

2) direct speech indirect speech

- Celce-Murcia and Hilles (1998)

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

Text Conversion - Revision and Editing Focused Exercises - Sentence Combining - Guided Paraphrase - Text Elicitation - Dictation - Text Completion

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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 frame was placed on the plot, moving downward.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

Text Conversion

- Sentence Combining

1) Mellon (1969)

2) This technique was to develop syntactic fluency which involved the

kernel sentence combining.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

Text Conversion - Guided ParaphraseEx: 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......

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

Text Conversion

- Text Elicitation

The writing teacher can give a topic or writing objective and a

grammatical structure or structure for students’ practice.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

Text Conversion - Text ElicitationEx: 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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

Text Conversion - Dictation 1) Dictation is a good way to help students understand the collocations between grammar and vocabulary.

2) three procedures in dictation

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

Text Conversion - Text Completion three types of text completion

1) Cloze passage

2) Gapped text

3) the third type

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

Text Conversion - Text CompletionEx: 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.

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR

INTO WRITING INSTRUCTION

Text Conversion - Text Completion

Ex: Gapped Text

passive, progressive aspect, present perfect, comparatives, superlatives, phrasal verbs

Grammar in Writing

ACTIVITIES FOR INCORPORATING GRAMMAR INTO WRITING INSTRUCTION

Text Conversion - Text CompletionEx: 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.

Grammar in Writing

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.

Grammar in Writing

ERROR DIAGNOSIS AND CORRECTION

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.

Grammar in Writing

ERROR DIAGNOSIS AND CORRECTION

Error Detection and Correction Exercises

- The Third Type

It is using sentences that students wrote as the material to focus on one

error type.

Grammar in Writing

ERROR DIAGNOSIS AND CORRECTION

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

Grammar in Writing

ERROR DIAGNOSIS AND CORRECTION

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

Grammar in Writing

CONCLUSTION

An Overview of This Chapter

WRITING

Writing Convention Handwriting → different orthography Spelling 1.) Difficult : the sound of a word and the way it is spelt EX: paw, poor, pore, pour, daughter EX: or, word, information, worry 2.) Not all varieties of English spell the same words in the same way EX: color / colour, theater / theatre 3.) Layout and punctuation

Help Students Improve Spelling Attention to the common spelling of the

phonemes Look at different ways of pronouncing the

same letters Exercises to discover spelling rules Through reading, especially extensively Attention to spelling problems and explain

Approaches to Student Writing

Deciding whether we focus process or product

Whether students study different writing genres

Whether we encourage creative writing How the computer can be

Process and Product Pre-writing → Editing → Redrafting → Publishing Process Writing

1.) drafting

2.) structuring

3.) reviewing

4.) focusing

5.) generating ideas and evaluation

Writing and Genre

Let them look at typical models Consider different factors

1.) knowledge of the topic

2.) the conventions and style of the genre

3.) the context in which their writing will be

read, and by whom

Creating Writing Imaginative tasks such as writing poetry, stories, an

d plays

1.) some kind of achievement

2.) feel pride and want it to be read Appropriate reader audience

1.) put writings up on a class noticeboard

2.) copy it in class magazines

3.) set up a web sites

Writing as a Cooperative Activity

Give more detailed and constructive feedback Be broader than an individual's normally was Work well with both process and genre-based

approaches

1.) reviewing and evaluation are enhanced

2.) the generation of ideas is more lively

3.) create genre-specific texts successfully

Using the Computer Removes the problem of poor handwriting Allow the computer user to edit his or her

material at great speed Ease the task of achieving correct spelling Working in groups, more visible to students Enhancing the participation Get students to write e-mails

The Role of the Teacher

Motivator

Resource

Feedback provider

Writing Applications

Activity 1: Paul’s business trip Practice basic punctuation such as capital

letters, comma, apostrophes and full stops Pre-writing During-writing Post-writing

Activity 2: The genre analyser Write reviews of plays, concerts, or films Pre-writing During-writing Post-writing

Activity 3: A poem Memorize one sentence of a poem and

dictate it to each other Pre-writing During-writing Post-writing

Activity 4:Julia’s story Write the next sentence in Julia’s story

which has just passed to them Pre-writing During-writing Post-writing

Thank you for your attention!!