What is written without effort is read without pleasure. S.Johnson Process writing

Process Writing We talked about the 3 approaches: Traditional Text Based approach –(imitation and adaption) Genre Approach – (social activity based texts) Process Approach – (Focuses on “the originator of the written text…” & “the process through which the writer goes to create and produce” … Cycle of writing ->brainstorming, drafting, revising, finished product(?)) What do you think are the advantages and disadvantages of each? -No one good approach, as teachers we need to do a bit of all.

The shopping list Process Content (subject manner) Medium

Process Wheel Planning Purpose Audience Content structure Drafting Editing Final version

Writing Vs Speaking (again!) No time lag – speaking to reception (time buying expressions / hesitation markers) Is it process free though ? Recursive multi-drafting, audience Time and space … Some predictability but usually unique Defined discourse (paragraphs) Mispronounce, grammar Well-formed (spelling and grammar) Do we judge these more harshly? Chunking Biscuit? Would you like a biscuit? Lexical density Less content words (n,adv,adj.) Phrasal verbs Nonsense words contractions Less linking (if,was, and, with) Body language Question marks, exclamation marks, underline, emoticons ;-) Work in progress. Need to be clear, clean and naked!

Implications for teaching In traditional approaches we were looking at the finished product (hand in – mark – file away) = “what” is produced rather than “how” Product approach – students analyse text in terms of what language they used and how they were constructed. (as we have seen this may not always be a negative)

Process approach: 1. Planning – brainstorming, paired, guided tasks Not just about content but purpose and audience. 2. Draft, reflect, revise Revision checklists, correction symbols, collaborative writing 3. Teacher response to student writing Respond to a work in progress, respond rather than correct, written suggestions, reformulation of a section of text, peer review 4. The process trap? Length of the task, time taken (T&S), boredom, other teaching implications. Focus on individual creativity is opposed to the audio-lingual methodology and even PPP (Presentation, practice, production)

Writing in the classroom Writing for learning & writing for writing. -What do you think these things mean? Can you give examples for both?

Writing for learning – write to support their learning of the vocabulary and grammar in the language. Accurate language use may improve overall language development. Writing for writing – focuses on making the student a better writer. Traditional / Genre / Process 1. Reinforcement writing Research vocabulary Grammar structures 2. Preparation Writing Preamble to discussion Opinion giving. Written notes of discussion. 3. Activity Writing short dialogues to act out. Questionnaire (survey, my alibi) Handwriting, spelling, punctuation Staged approach/

Tasks of teachers in writing Demonstrating / modeling. Motivating and provoking Supporting Responding Evaluating

Lesson Plan Context: mid-high students. Objective: Students should be able to write a short story using sentences written by others using linking words and phrases. Materials: 1 piece of paper and pen per student. Vocab: … Sequence: 1. Warm up. Teacher gets student to talk about clothes they like or dislike. Teacher models activity. Teacher gives examples of pick-up lines.

2. Game is explained. After each answer is written, the paper is folded and given to the next student. (St’s can write sentences or words given their level) Q’s. A boy’s name, A girls name, where they met, what he was wearing, she was wearing, What he said first, What she said back, etc … consequence. 3. Student’s write up the story using a template / direction. Matt met Jane at a convenience store. He was wearing skinny jeans and a purple top, she was wearing … He said to her, She said back… In the end… 4. Student’s read out the story to each other. Alternative. Paired story. Students take turns writing a sentence from a well know story.