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

2. 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.

3. The shopping list
Process
Content (subject manner)
Medium

4. Process Wheel Planning Purpose Audience Content structure Drafting
Editing
Final version

5. 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!

6. 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)

7. 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)

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

12. 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/

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

14. 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.

15. 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.