teaching of writing - tesl

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TEACHING WRITING

TEACHING of WRITINGPENMANSHIPthe technique of writing with the hand using a writing instrument.The various generic and formal historical styles of writing are called "hands" whilst an individual's style of penmanship is referred to as "handwriting".The art of writing.

Mechanics of writingMechanics is how we punctuate to achieve meaning (punctuation, capitalization, paragraphing, formatting).

Lets eat Grandma.Lets eat, Grandma.PunctuationCapital LettersFull StopsCommasQuestion marksSpeech marksExclamation marksDashes

Can you spot where we need full stops?Sean was eating a large pizza he was getting fed up with it he decided to give the rest to the dog the dog was happy

Try to work out where to put speech marks in the sentences:Tom said to Megan, May I borrow your CD please?Megan said, yes, smiling at Tom.I turned to Amy and said, Amy, as I gazed at her new dress, you look pretty.Jack, you smell, said Jill, take a shower.Paul said to Dan, Do I, looking smug, annoy you?TEACHING WRITINGThe real question for writing teachers is, how do wehelp our students develop a repertoire of approaches to writing that are comparable to reading strategies . How do we help writers identify problems, solve them, take charge of their writing and thinking.

(Nancie Attwell: In the Middle, 2003, p.xvi)KEY IDEASWriting provides students with opportunities to explore topics that are important to them and to develop a voice for expressing their ideas, feelings and points of view

Writing helps students to develop higher-order thinking and critical literacy skills, to solve problems and to consolidate their learning in all subjects. Students begin to gain control of a greater variety of writing forms and use them for different purposes in all subjects.

Students need support and timely feedback to develop as independent writers.

The recursive writing process helps students to approach each writing task in manageable stages in order to produce texts that reach their target audience and achieve their purpose.Our Developing Writers will becomeMEANING MAKERS: Develop understanding and think about their writing process, purposes, word & sentence choices, revision, connections between reading and writing, clarifying ideas.

TEXT USERS: Know and use different text forms, their features and conventions for a range of purposes and audiences; use an author voice.

TEXT CRAFTERS: know and attend to writing conventions, use supports to draft and edit writing; use strategies to build new writing vocabulary; develop a writers ethic to use information responsibly

TEXT ANALYSERS: Develop the writers craft: learn about the work of experienced authors; respond and write critically to relevant/personal issues; express point of view

The Recursive Writing ProcessThere are clearly defined stages Provides for carefully planned instructional approaches that immerse students in the writers craftProvides opportunities for mini-lessons on specific strategies and skillsStudents apply what they learnProvides opportunities for students to confer with teacher and peers to receive feedback

1. Generating IdeasImmerse in ideas, information, experience about a topic, relating prior knowledge, text forms

Identify a purpose or goal, determine an audience, select a text form, collect and organize information, brainstorm ideas

Talk and confer with teacher/peers, Teacher modeling the structure and features of text forms

2. DraftingStudents use webs, idea logs, graphic organizers, writers notebooks to organize and plan ideasCreate a written draft, use word processing if appropriateWriting is organized to reflect text form, text features and audienceTeachers use modelled and shared writing to teach mini-lessons, coach individuals, small groups

3. Rethinking and RevisingFocus on clarity and content, adding, deletingTeacher uses modelled, shared, guided writing for mini-lessons to demonstrate revision processReread to revise word choice, writing styleUse reference materials: Thesaurus, dictionary, other writers workConfer with teacher/ peersUse revision checklists or guiding questions

4. Editing and ProofreadingReread and edit for grammar, spelling, punctuation, consult referencesTeacher used modelled, shared, guided writing to teach mini-lessons for editingConfer with teacher/peersUse editing checklist, guiding questions, anchor charts/writingTeacher coaches individuals/small groups

5. Publishing or SharingRewrite revised and edited drafts to present to a pre determined audiencePolish the format (fonts, graphics, text layout)Teachers use modelled, shared and guided writing for mini-lessons on the publishing process for specific audiencesProvide publishing resources (slide show software, websites)Present, share, display completed texts

Teaching the Recursive Writing ProcessTeachers:Regularly confer with students and provide opportunity for teacher and peer feedback Establish Writers Workshop that focuses on: - Before writing process - Before and during writing process - After writing process

e.g., Provide a balance of direct, explicit instruction and student choice (e.g., topics)Use a variety of instructional approaches to model effective writing and engage students: - Read-alouds - Shared reading - Modelled writing - Shared writing - Interactive writing - Guided writing

Writers Workshop Format (60 min)BEFORE: Large group (5-15 min.): Community meeting; writers talk and mini-lesson (modeled and shared writing)Status of The Class (2 min.): optionalDURING: Independent Writing (35-50 min): Includes individual writing, conferencing, guided writing, Research/Genre/Author/Content Area studyAFTER: Large Group: (5-10 min): Sharing and Consolidation/EvaluationRole of Word KnowledgeWord knowledge includes spelling, grammar, language conventions, literary devices, word choicesInstruction leads to students becoming problem solvers and word detectivesInstruction must be developmentally appropriate, interactive and constructive

To Develop Word KnowledgeTeachers:Model strategies to deconstruct and rebuild words (e.g., using prefixes, suffixes, roots, derivatives, compound words, pattern detection, analogy)

Demonstrate how to choose words for specific purposes (e.g., synonyms, antonyms, descriptive words)Create word walls; lists of interesting, good to know, or confusing words, content specific vocabularyStudy words that convey critical concepts (e.g., word origins: Latin roots; letter patterns: tion endings; semantic connections: descriptive, action words)Spelling instruction must be embedded in reading and writing activities and focused on meaning Students need to develop a spelling conscience

Assess Student Writing using a Variety of ToolsAttitude and interest surveysWriting conferencesTeachers observationsRubrics using the Curriculum assessment criteriaAnchor textsWriting Exemplars of leveled writing samplesStudent reflections and self assessment6+1 Write Traits