TEACHING WRITING ACTIVELY TEACHING WRITING

TEACHING WRITING Welcome to the Literacy Club

TEACHING WRITING DOGS MUST BE CARRIED ON THE ESCALATOR

TEACHING WRITING Please don't smoke and live a more healthy life

TEACHING WRITING Sign at Suffolk hospital: Thieves operate in this area

TEACHING WRITING ICI FIBRES

TEACHING WRITING Churchdown parish magazine: ‘would the congregation please note that the bowl at the back of the church labelled ‘for the sick” is for monetary donations only’

TEACHING WRITING To be truth-full I am for the argument about wasting time and money trying to get around the world in a hot air balloon, when this time and money could be spent on working with medical difficulty or people who are homeless. I feel it is very important to face challenges, as without challenges, the world would be a very dull place. I feel that the earlier challenges appear in a person’s life, the better, as there will undoubtedly be challenges in the workplace or in home life, and so I feel that the people who have faced challenges earlier in life get a head start over people who have not. Level 4 Level 7

TEACHING WRITING How we’ve often (not) taught writing in the past …

TEACHING WRITING Read this opening from the novel “Bleak House” …                    Now write your own opening of a novel.

TEACHING WRITING Grammar’s not the main aim

TEACHING WRITING Year 9 Text Level Writing - plan, write and present 3. produce formal essays in standard English within a specified time, writing fluently and legibly and maintaining technical accuracy when writing at speed; So what would you do …?

TEACHING WRITING Year 9 Sentence level Paragraphing and cohesion 6. compare and use different ways of opening, developing, linking and completing paragraphs; So what would you do …?

TEACHING WRITING Year 9 Writing Imagine, explore, entertain 5. explore different ways of opening, structuring and ending narratives and experiment with narrative perspective, e. g. multiple narration So what would you do …?

TEACHING WRITING You don’t teach writing merely through: Reading aloud Showing models Highlighting genre features Correcting first drafts Lots of bullet-points after the task Model it Demonstrate it Practise it Critique it Scaffold it DEPENDENCE INDEPENDENCE

TEACHING WRITING Model it Demonstrate it Practise it Critique it Scaffold it Including ‘bad’ models Show students the process of writing Correct/change/improve Make it collaborative Move from small to larger sections

TEACHING WRITING The Set-Up BUILDING SUSPENSE Write the opening of a mystery story. Set it at a funeral in a wintery churchyard. √ √ √

TEACHING WRITING Using models Before …. It was a bitterly cold day. Everyone was in black. The cars were black too. There were people standing around in a group waiting for the coffin. Crows were flying in the sky. It was really eerie. bad

TEACHING WRITING Using models After …. The undertaker's men were like crows, stiff and black, and the cars were black, lined up beside the path that led to the church; and we, we too were black, as we stood in our pathetic, awkward group waiting for them to lift out the coffin and shoulder it, and for the clergyman to arrange himself; and he was another black crow in his long cloak. And then the real crows rose suddenly from the trees and from the fields, whirled up like scraps of blackened paper from a bonfire, and circled, caw-caw- ing above our heads. Susan Hill

TEACHING WRITING See things as a writer, not just a reader Explore texts actively - meddling, rewriting, editing Demonstrate the writing process yourself Relate everything to effect Talk about grammar where it helps, not as an end in itself Start with small units of writing … then build up Encourage experimentation, risk-taking, creativity Enjoy! GB’s Final Thoughts

TEACHING WRITING Geoff Barton Friday, 15 May 2015 All resources available at