2. ENGLISH TEACHING METHODS ED 2205 LECTURE SERIES 2015/16 TEACHING OF WRITING

3. Why teach Writing?

4. Reasons for Teaching Writing: A basic skill in academic life For communication competence Artistic purpose etc

5. BASICS OF WRITING Writing is a process: Generate ideas – decide what to write about. Questions to guide writing Brainstorming/Concept mapping/Graphic organizers Drafting – put the ideas down on paper without concern for being correct. Revise – explain and expand the content, confirm logical sequence of sentences. Edit – make final changes and corrections Publish – share the writing with others.

6. 2) Teach Writing Organization/Structure Most writings have the following paragraph structure: 1.Introduction paragraph stating main idea. 2.Supporting paragraphs giving details that support main idea. 3.Conclusion paragraph that rephrases the main idea

7. You can: Make students to write each main idea on a flash card. Have students write details on smaller cards and arrange underneath the main idea card. Group according to similar ideas. Group from general to specific. Number the ideas in the order they will be written.

8. 3) Writing a first draft: Most students ignore the above efforts to generate and organize their ideas, and lose track of supporting ideas and the main point. They try to “just write”. It is important to take writing step by step and not to try to write the entire paper at once. This is where a student needs the most support and guidance. Have student write about one point at a time, one paragraph at a time. Then put paragraphs together.

9. 4) Revisions: Always give positive and detailed feedback. If sequence is a problem – cut your student’s paper into sections and have them arrange the pieces in a more logical order. For many errors – focus only on one type of error, such as use of commas, pronoun use, details, main idea, etc. For spelling errors – focus on five misspelled words at a time for each revision. Do not spell word for the student – refer student to dictionary or spell checker and teach them how to use this resource.

10. Some Basic Guidelines to Writing 1) The pre-writing process - Brainstorming: Use pictures for generation of ideas. Ask the student to create a story based on a photograph. Diagram the ideas Use balloon diagrams (graphic organizers, concept mapping) to show relationships of ideas to others

11. CONCEPT MAPPING The purpose is to generate as many ideas as possible on the topic and organize them by sub-topics. After they are mapped, one or more of the sub-topics can be used for writing. 1. Write the topic in the middle of a page. 2. Brainstorm the topic and write the sub-topics anywhere on the page, leaving space for additional ideas. 3. Brainstorm the sub-topics and write supporting ideas around the sub-topics; draw lines to show the relationships between the ideas. 4. Decide what topics and sub-topics to write about, put them in order, and write a sentence for each idea.

12. MAIN IDEA AND DETAILS ORGANIZER The main idea of a piece of writing is the most important point that the writer wants to share. Supporting details give more information about the main idea. Make the students to write the main idea of a writing selection on the line. Then write details that support the main idea.

13. Plot Map The plot is the action or series of events in a story. The plot usually has three parts: 1. The rising action introduces the characters in the story and tells about a problem or conflict. 2. The climax is the event that solves the problem, the turning point of the action. It usually occurs near the end of the story. 3. The falling action tells the effect of the climax. The plot draws quickly to a close. Write the rising action, the climax, and the falling action of a story on these lines. Fill in the plot map below. Title: ________________________________ 1. Rising action:____________________________________________________________ 2. Climax: ______________________________________________ __________ 3. Falling action: _________________________________________ ____________

14. IDEA MAP Write your topic on the line. In the center circle, write a topic sentence summarizing your opinion about the topic. In the surrounding circles, list examples or reasons that support your topic sentence. You can add as many circles as you like.

15. Stages of Writing Controlled Writing Guided Writing Free Writing

16. 1. Controlled Writing To teach pupils the mechanics of writing accuracy and readiness for further writing activities. Controlled completely by teacher. ( Examples: handwriting,copying,dictation and spelling )

17. 1- Handwriting The teacher must take into consideration the following points : He must show young learner how to hold the pen or pencil and how to sit correctly. He has to show them the formation of letters and words( left to right on straight horizontal lines)

18. Handwriting Pupils are told to use pencil. The teacher should write a model on the board. He has to go round pupils to check.

19. 2- Copying The purposes of this activity are: To reinforce previously learned words and patterns. To draw pupils’ attention to punctuation marks To train them further in handwriting.

20. 3- Dictation More difficult than copying. Brief and familiar. Not beyond the pupils’ comprehension. Simple words and patterns

21. Dictation A short paragraph,a dialogue or a passage. Procedures: preparation The teacher reads and pupils listen. The teacher dictates slowly and clearly. Each sentence has to be repeated. Punctuation marks should be dictated.

22. Dictation The teacher reads once more. Pupils may check or exchange. Correction Pupils write mis-spelled words. The teacher summarizes the most common errors.

23. 2. Guided Writing Provide graded guidance in vocabulary and structures so that pupils will not make many mistakes. The teacher offers a series of stimulators. The purpose for these activities is to reinforce key items of structure (often together with a good deal of vocabulary).

24. Guided Writing Procedures: Be sure that the pupils understand the model Encourage them to ask. Feedback Underline mistakes (symbols) Write the correct form and ask them to correct themselves.

25. Examples of Guided Writing activities:activities:

26. Guided Writing Common mistakes should be discussed with the class.

27. 3. Free Writing Originality/ Freedom/Qualified. Rules of writing Qualities of a good paragraph Meaningful and interesting Descriptive or narrative topics or letter writing.

28. Steps: 1- Preparation : Introduce the subject, clarify difficulties Necessary outlines, vocabulary, expressions Discussion Questions Draft

29. Free writing 2- Writing : In the classroom Move to give help

30. Free Writing 3- Correcting : Circle or underline Abbreviations Qualities of a good paragraph

31. Free Writing 4- Re-learning : Reviews with the class the common mistakes.

32. Pupils need plenty of opportunities to use language imaginatively. Let pupils work together in pairs or small groups wherever possible.

33. (a) Writing notes: For this activity, give them tasks that will require longer sequences. For example:

34. (b) Writing about pictures Choose pictures that will encourage the pupils to use fantasy and rehearse the idea orally first so that they understand the kind of thing you want. Pupils can also draw pictures for one another to write about.

35. (c) Making up stories You can start by asking the pupils to write short dialogues, with two speakers, which they should then cut up and give to another group to piece together. Then let them try their hand at very-simple stories (5-6 sentences), which they should also cut up for another group to piece together.

36. Important: Helping People Learn to Write Provide models, allow learners to see others write. Have a purpose for writing. Reinforce the learner’s confidence in his or her ability to learn. Use many examples of writing, show different kinds of writing used for different purposes. Provide support and encouragement as well as reinforcement from others. Teach writing skills.

37. TASK a)Prepare a 30 minutes lesson for Form One students to help them to write a composition on THE DAY I REMEMBER THE MOST. b)Write an activity that you will give at the end of the lesson.

38. THANK YOU!!!!!!