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Hemdat Hadarom College

Hemdat Hadarom College. Writing for Many Purposes. By Adaya and Meital May 5th 2008. Why Teach Writing?. Writing can be meaningful for the children. Writing is a way of communication. Through writing, pupils can express different ideas about any topic they desire.

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Hemdat Hadarom College

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  1. Hemdat Hadarom College Writing for Many Purposes By Adaya and Meital May 5th 2008

  2. Why Teach Writing? • Writing can be meaningful for the children. • Writing is a way of communication. • Through writing, pupils can express different ideas about any topic they desire.

  3. Writing makes thought available for reflection. • Writing is multi-sensory. • Students talk with friends and themselves as a part of their writing process.

  4. Skills that are needed for written communication • Punctuation • Capitalization • Spelling • Sentence structure • Grammatical agreement

  5. Pupils’ Writing Development In elementary school pupil is a- Novice Writer: • has little, if any, individual style • has little awareness of writing process • has undeveloped skills and techniques • seeks approval from teacher • is reluctant to revise any writing • believes good writing comes easily

  6. When to Begin? The earlier pupils will learn how to write, the better writer they will be. However, writing should come after acquiring other skills (in a basic level): Speaking Listening Reading Writing

  7. Descriptions Questions Reports Essays Letters (friendly and formal) Advertisements Instructions Expressing opinion Greetings and wishes Menus Posters Lists Invitations Notes Curriculum vita E- mails Poems Songs Narratives What do we write?

  8. The writing process • Copping letters • Writing 2-3 words to form a sentence • Writing 3-4 sentences to form a short story

  9. Why do we need to teach planning and organization to our pupils? Pupils should finally be able to produce a coherent and clear text. Conditions for a coherent text are: • Cohesion: grammatical connection between sentences. • Consistency: no contradiction. • Relevance: the sentences are relevant to one another, and to the topic.

  10. How to plan? There are different ways to organize writing; here is one example:

  11. How to do self check? The pupil needs to ask him/herself: • Who are my reader? • What is my main point? • How is each paragraph related to the main idea? • Will readers understand the main idea?

  12. Does the organization becomes unclear at a certain point? • Is the tone appropriate for my purpose/audience?

  13. An independent writer can: • makes highly objective self –assessments • has developed sophisticated personal style • has developed a writer’s voice • takes risks and experiments • is self motivated and self aware as a writer • has mastered a craft

  14. How Do We Begin? At the basic level: • Use a little whiteboard. • Read to the pupils and show them the words. • Teach them how to write their names. • Start with simple words , and then move on to some more complicated ones. • Make art with the letters.

  15. Writing is a process so…In more advanced levels there are a number of steps before reaching the final product: Pre-writing: A Place to Start • Decide what type of writing students will use. ? • Working on a writing model. • Considering the reader’s and writer’s purpose. • Doing exercises to develop writing skills.

  16. Planning: Organizing for Drafting • Making ongoing decisions about every aspect of writing, from vocabulary choice to syntax, style, and organization. • Writing preliminary outlines and answering a series of questions within an organizational framework.

  17. same example…

  18. Drafting: • Writing, reviewing, rereading, and anticipating what will come next. • Reformulating and adjusting parts of the manuscript as it evolves.

  19. Post-writing: Preparing To Go Public–student writers should check the following items: • Is the main idea clear, and supported enough? • Is the text appealing to the needs of the intended audience? • Is the text coherent and cohesive enough? • Are spelling, choice of words, punctuation, syntax, and grammar correct? • Is the text well organized?

  20. How to Assess Writing? • self assessment • peer conference • teacher-pupil conference • a set of questions or a checklist • rubric assessment • portfolio • error correction

  21. Bibliography: • http://nadabs.tripod.com/writing/ • http://www.sasked.gov.sk.ca/docs/mla/write.html • http://www.eduqna.com/Preschool/35-preschool-4.html • http://findarticles.com/p/articles/mi_m0STR/is_n5_v105/ai_17900467/pg_2 • http://www.stenhouse.com/pdfs/8188pt02.pdf

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