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Topic 5 Designing Writing Activities

Here are some key steps to take when devising a unit for teaching writing using a process writing approach: 1. Decide on a topic or theme for the unit. This will provide a unifying focus for the writing activities. 2. Plan lessons for each stage of the writing process - pre-writing, drafting, revising, editing, publishing. Make sure to allocate sufficient time for each stage. 3. For pre-writing, include activities like brainstorming, outlining, gathering research. For drafting, allow time for multiple drafts. 4. For revising, teach strategies like peer review, self-assessment checklists. For editing, focus on conventions like spelling, grammar, punctuation.

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Visha D'Of Chandran
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390 views50 pages

Topic 5 Designing Writing Activities

Here are some key steps to take when devising a unit for teaching writing using a process writing approach: 1. Decide on a topic or theme for the unit. This will provide a unifying focus for the writing activities. 2. Plan lessons for each stage of the writing process - pre-writing, drafting, revising, editing, publishing. Make sure to allocate sufficient time for each stage. 3. For pre-writing, include activities like brainstorming, outlining, gathering research. For drafting, allow time for multiple drafts. 4. For revising, teach strategies like peer review, self-assessment checklists. For editing, focus on conventions like spelling, grammar, punctuation.

Uploaded by

Visha D'Of Chandran
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd

1

DESIGNING WRITING
ACTIVITIES
2

CONTROLLED TO FREE
WRITING
Controlled to Free Writing
3

Controlled

Guided

Free Writing
Controlled Writing
4

 Practice on error- free sentences or paragraph on


given topic
 Maximal teacher input
 Useful for limited vocabulary and grammar
knowledge
The Free-Writing Approach
5

 stresses writing quantity rather than quality.


 Emphasizes on content and fluency rather than
on accuracy and form.
 Once ideas are down on the page, grammatical
accuracy and organization follow.
 Students write freely on any topic without
worrying about grammar and spelling for five
or ten minutes.
6

 teachers does not correct these pieces of free


writing.
 They simply read them and may comment on
the ideas the writer expressed.
 Concern for “audience” and “content” are seen
as important in this approach.
Teaching Techniques for Controlled to
7
Free

 Substitution table
 Parallel writing
 Question and answer
 Combining and completing sentences
 Dictation
 How to choose the text
 How to carry out activity
Substitution Table
8

 Completely controlled
 Provides examples and practices in the convention
of written English.
 Bridges the gap between writing practice and
written production.

Refer to Handout 5.1


Parallel Writing
9

 Use model writing


 Use model as a guide
 Degree of control varied depending on students
levels of proficiency
Question and Answer
10

 Use short notes or text


 Questions are asked

 Students respond based on made-up or

real experience.
 The answers are then put into writing
Combining and completing sentences
exercises
11

 Certain words are blanked out


 Determine the writing skills
 Determine language features they learn
Dictation
12

 Provides
 Model of sentences
 Structures
 Organization
 Spelling
 Punctuation
Text for Dictation
13

 Optimal length
 Must suit students’ level of proficiency
 Must relate to real life and be natural
 Related to something already discussed or read.
How to carry out Dictation activity
14

 Read the text at normal speed


 Read short meaningful chunk at normal speed and
pause for students to write
 Read the text at normal pronunciation and stress
patterns
 Repeat if requested
 Allow students to correct obvious mistakes
 Provide immediate feedback
Workshop
15

 Get into groups of four or five


 Choose a topic from your primary syllabus

( year 4,5 or 6)
 Device control writing activities you may want to

do by using any of the techniques discussed


earlier.
 Share your activities with your class
16

TECHNIQUES IN USING
PICTURES
Roles of Pictures
17

 Motivation
 Encourage thinking
 Improve students’ understanding on selected topics
 Catalyst for idea generation
Choosing Pictures
18

 Size
 at least 13 x 18 cm
 or preferably 20 x 25

 Preferably on glossy paper


 Preferably no text
 In the case of text is included, make sure it is in the
target language
 Related to the topics
Sources
19

 Internet
 Books
 Magazines
 Newspapers
 TV guides
 Students
Samples of Activity
20

 Among a few
 How do you feel

 Text Balloon

 Spot the Differences

etc.
WHAT DO YOU FEEL?
21
How can you use this picture?
22
Text Balloons
23
24
Workshop
25

 Get into groups


 Decide on the topics
 Look for pictures
 Device activities you may want to use in your
writing classrooms
 Share with your class.
26

INTEGRATED SKILLS IN
WRITING CLASSROOM
Integrated Skills in Writing Classroom
27

READING

LISTENING
SPEAKING TOPICS

WRITING
Sample activity: Running dictation
28

 Get into pairs


 Pair A will be the runner.
 Pair B will be the writer.
 A will run to the paper strips that have been pasted
around the class and memorize the words as shown.
 B will write down all the words as said by A.
 A & B will sit together and unjumble the words.
Workshop
29

 Select a topic
 Decide on a target group and a learning outcome
for writing
 Design a writing activity which incorporates all
language skills for the chosen outcome
(year 3,4 5)
 Share your ideas with the class.
30

TECHNIQUES IN
TEACHING
ORGANIZATION
Organization
31

 Organization is a key ingredient to a good story


or essay. A well structured paper will be much
more logical to the reader, as well as more
effective in its goals. Information in a story,
especially key information, should be delivered
at just the right time, and with an inviting lead.
An organized paper makes sure that ideas are
linked together with smooth transitions.

 [Link]
Well organized paragraph
32

 Should …
 Have topic sentence
 Have supporting sentences
 Have words or phrases that link to previous sentence.
 Use pronouns!
 Use linking words to ensure cohesiveness in the
paragraph
Important Ways to Organize
33
 Capture your audience's attention with an interesting
opening paragraph
 Insert supporting facts when needed. Do not overuse or
underuse outside information
 Order your sentences and paragraphs in a logical
manner with good flow
 Make use of smooth transitions that allow your
paragraphs to flow
 Include a strong concluding paragraph which ties up
any loose ends and reiterates the main point of the
writing
 Never lose track of your goal, every sentence, and word
should build towards your conclusion
Your task
34

 In groups design activities on how to help pupils to


write a well organized writing. Each group may
choose different genres of writing (narrative,
descriptive, process etc)
35

PROCESS WRITING
The 5 stages in PWA
STAGES FUNCTIONS
STAGE 1: PRE WRITING Planning

STAGE 2: DRAFTING Does not focus on mechanics nor language


input
STAGE 3: REVISING Clarifying ideas and form

STAGE 4: EDITING Sentence structure, spelling, punctuation


& capitalization
STAGE 5: PUBLISHING Final product

Refer to handout 1

36
37
38

Pre -writing
Pre-Writing
39

‘basically, the pre-writing stage is about


planning, gathering and organizing ideas for
writing. This can occur as oral discussion
or as written organization with tools such
as an outline, maps or notes’.

~ Dorn & Soffos, 2001~


Pre-Writing Tools

40
41

Drafting
Read the text below.

42 I cdnuolt blveiee that I cluod aulacity uesdnatnrd what I


was rdgnieg.

THE PAOMNNEHAL PWEOR OF THE HMUAN MNID

Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t


mttaer in what oredr the ltteers in a word are, the olny iprmoatnt
is that the frist and lsat ltteer be in the rghit pclae. The rset can
be a taotl mses and you can still raed it wouthit porbelm. This is
bcuseae the huamn mnid deos not raed ervey lteter by istlef, but
the word as a wlohe.

Amzanighuh?

Source: [Link]
RAFTS Technique

43
44

Revising
REVISION: FUNCTION

45
TAG Conference
46

Tell something you like


Ask questions
Give advice
47

Editing
CUPS Strategy
48

Capital letters
Usage and Grammar

Punctuation

Spelling
Publishing
49

 Display Board
 Cards
 Bulletin
 etc
Task
50

 Get into groups.


 Devise a unit for teaching writing using a process
writing approach.
 One unit can consist of 5-6 lessons.

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