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Writing. What is Writing ? Two-way communication between the writer and the reader. The ability to write a text on a topic and this text to be understood by a perspective reader, to be able to decode the message of the writer and understand what he or she has read.
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Writing WhatisWriting? Two-way communication between the writer and the reader. The ability to write a text on a topic and this text to be understood by a perspective reader, to be able to decode the message of the writer and understand what he or she has read. A skill which one continues to use after school on his or her own, without anyone else’s help, depending on his or her interests and needs. The student must become familiar with the idea of writing different types of texts, so that in his future life he or she would feel confident to write any type of text with confidence and fluency.
Writing WhatisWriting related to? Writing is related to the knowledge of grammar. The student must know how to produce the writing form of the different text types and know how to use grammar and syntax correctly. Writing is related to the knowledge of language function. This is more the important when children learn two languages simultaneously. Writing helps recognizes similarities and differences between two languages. Writing is related with the knowledge of cultural elements. Written texts reflect peoples’ everyday life situations, traditions and culture.
Writing Whydoes one write? For personal, social, educational, professional and other reasons. Because he needs to transmit or communication information to be used for a specific reason Because he or she needs to give instructions for a specific reason, for example for something related to his job, daily life (how an appliance works, a recipe, applications to be filled in, etc.) It is a way to keep in touch with relatives and friends through traditional or electronic correspondence, or for professional correspondence. To inform other people for the time and place an event will take place or where they can find something they need (programmes, announcements, menus, advertisements, timetables, etc.) To inform others about what happens or what has happened in the past (newspapers, magazines, reports, books, etc.) For pleasure: writing novels of different types, poems, song lyrics, and other forms of literary texts.
Writing Aims of Writing What does it mean to be a fluent writer? To know how to use the writing system To know grammar and syntax Tohavetheabilitytousevariouselementssuchaswords, sentences, paragraphs, punctuationmarks, etc. inameaningfulway To be able to relate the text he or she writes with something he or she already knows in the target language
Writing Conditions which help students write The texts the student is asked to practice writing must interest him or her or be related to something he or she already knows about. The texts the student is asked to practice writing must aim at the student’s level so that he or she car write without having to use the dictionary for every word he or she is going to use. The student however should be encouraged to use new elements in his writing which he has learned. Students need to be given opportunities to practice writing different types of texts, for different purposes, etc. Activities should be well planned, interesting and meaningful Activities should take into consideration the various student ability levels. The whole writing process must include ways which help and encourage students to learn and use new words, expressions, grammatical, syntactical, cultural and any other elements, related to the particular type of text.
Writing The role of Writing in the process of language learning Text writing helps the development of human thought. Text writing helps the learning process. Text writing offers a sense of security to the student, something speaking does not. It is a way of communicating or recording thoughts, information, ideas, etc.
Writing Skills related to Writing Every writer tries to use the appropriate words, sentences and expressions, in the right form, number, etc. including the relevant cultural elements, idioms, proverbs, etc. aiming to make his message as clear as possible to the reader.
Writing Real-life text-writing situations and aims of teaching writing The activities that would help students develop the ability to express themselves through writing must constitute a significant part of any language teaching programme. The aim of teaching writing must be to give opportunities to students to practice writing in such a way and in such communication situations so that they could function with success in everyday life real writing situations when they would have to write something specific in order to communicate fluently with their perspective readers. In other words, the aim is to help students become better writers of different text types, acquire the language as best as possible and feel comfortable when they would need to write in the target language. For this reason, we firstly have to examine situations when writing is used in every day life and the skills which need to be developed so that students would be able to write different types of texts in different situations at a satisfactory level.
Writing Tasks: Write down a list of the following: Real-life / every-day life text-writing situations Real-life / every-day life text-writing situations in your field of studies / future profession Discuss similarities and differences: personal, professional
Different Text Types Writing WRITING
Writing Text Type Samples Show examples from Word Document
Writing Writing Conventions Letters Words Text formation: Handwriting, spelling, layout and punctuation Handwriting: i. different from their native language – training and practice in the formation of individual letters ii. Problems: influence the reader against the writer; miscommunication of message b) Spelling – bad spelling i. Prevention of understanding of the written message ii. Affect reader’s judgment iii. Perceived as a lack of education or care Difficulties: i. Sound & spelling correspondence: draw attention to common spelling of phonemes (see page 256); look at different ways of pronouncing the same letters or have them do exercises to discover spelling rules; ask them what other words they know with the same kind of spelling or sounds ii. Not all varieties of English have the same spelling: make them aware of it Ways of improving spelling: i. through extensive reading ii. Draw student attention to spelling problems and explain why they occur iii. Copying from written models: see and reflect on their copying mistakes
Writing Task: (a) Visit the following websites: Chinese Handwriting http://www.omniglot.com/writing/chinese.htm http://www.omniglot.com/writing/chinese_types.htm (b) Practice copying Chinese writing (c) Discuss experience of learning a completely different writing system
Writing Writing Conventions c) Layout d) Punctuation Are their conventions transferable from one language to another? What do we do? e) Grammar
Writing Approaches to Writing Process and Product Think of BENG and ENG writing courses: Pre-writing techniques: Outline Draft Review Edit Final
Writing Approaches to Writing Writing and Genre Study texts in the genre they are going to be writing before embarking on their own writing: business letters, newspaper articles, etc. What to know: topic, conventions and style of genre (c) Creative Writing Writing poetry, stories and plays Writing as a cooperative activity (e) Using the computer – reasons (word processing Poor handwriting; edit at greater speed and with great facility; spellcheckers; facilitates group work; more objective view of own work on the screen; e-mail pals; chatting; blogs;
Writing Approaches to Writing (c) Creative Writing Study texts in the genre they are going to be writing before embarking on their own writing: business letters, newspaper articles, etc. What to know: topic, conventions and style of genre
Writing The roles of the teacher Motivator: right conditions for the generation of ideas; persuasion of usefulness of activity Resource: supply information and language where necessary; offer advice and suggestions Feedback provider
Writing Practise Punctuation It was Friday, and it was Paul’s big business trip to New York in America. He got up at 5 am, got dressed, had a cup of coffee, and read the newspaper. At 6 am, a taxi arrived to take him to London airport. Paul locked the door and put his bags in the taxi, but he left his briefcase in the house. His business papers, his money, his credit cards, his plane ticket and his passport were all in his briefcase. Luckily, the taxi driver asked Paul if he had his ticket. Paul ran back into the house and got his briefcase, but this time he ran out of the house, and left his keys inside. Discuss in pairs or as a whole group how to punctuate this text.
Writing Writing a Review Go to http://www.jdmfilmreviews.com/ http://www.timeout.com/film/ http://www.channel4.com/film/ and read 2 to 4 film reviews. Then go to page 263 of your book and answer the questions of the Reviewers’ Genre-Analysing kit What is the aim of this activity? Which skills does it involve?
Identify Rhetorical Paragraph type: Practice 1 Three kinds of newspapers are published in Rockland City: the dailies, the weeklies, and the monthlies. Published every day, the dailies devote most of their space to local news and to advertisements for local merchants. On the other hand, the weeklies, published only on Sundays, stress summaries of national and international news and also provide a great deal of material on the business worlds, especially on what happened on Wall Street during the preceding week. A good example of a weekly is the Rockland Bugler, the most popular and the most costly of this kind of paper. The last type are the monthlies, which are published on the first Wednesday of each month. They are really more like tabloids than anything else, with human-interest stories, colour paragraphs, Hollywood gossip columnists, and sensational murder trials. (a) Process (b) Classification (c) Persuasion (d) Cause and Effect
Identify Rhetorical Paragraph type: Practice 2 In a number of ways, Northborough Community College is making it easier for older students to attend college. For example, the college now offers courses on Saturdays and Sundays. Classes on these days appeal to those students who, because of work or family responsibilities, cannot enroll in courses during the week. The college is also starting to offer distance learning courses in certain departments, which is ideal for students who work full time and might not have the time to travel to school. In addition, many departments in the college have begun to offer credits for life experience, so students with a good background in the world of work can complete their degrees more quickly. Finally, Dean Robertson announced last week that the college will soon open a daycare for the children of students who would attend classes if they had a pleasant and safe place to leave their children. (a) Cause and Effect (b) Illustration (c) Classification (d) Narration
Identify Rhetorical Paragraph type: Practice 3 If you follow these directions carefully, you should have no trouble getting to the Central City Museum. Begin by catching the express bus on Heron Street and taking it to the last stop, Royal Square. At the square, board the downtown bus, number 6, going to West 10th Street and get off at the corner of West 10th and Post Road. Walk ten blocks south on Port Road to the ferry slip. As soon as you disembark from the ferry, you will see a sign that says “The Central City Museum”. (a) Definition (b) Illustration (c) Process (d) Description
Writing HOMEWORK Study writing task examples in chapter 18, pages 262 to 268. Be prepared to discuss them (next lesson) Find Writing activities from TEFL materials and bring them next time to share and discuss with the rest of the TEFL group
