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Partnership for Learning University of Delaware 9 July-19 August 2005 Final Conference PowerPoint PPT Presentation

Partnership for Learning University of Delaware 9 July-19 August 2005 Final Conference Making Writing Fun : A Bag of Tricks Ayad CHRAA Teacher Trainer [email protected] Why are students afraid of writing? Brainstorming

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Partnership for learning university of delaware 9 july 19 august 2005 final conference l.jpg

Partnership for LearningUniversity of Delaware9 July-19 August 2005Final Conference

Making Writing Fun: ABag of Tricks

Ayad CHRAA

Teacher Trainer

[email protected]


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Why are students afraid of writing?

Brainstorming


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  • Students worry about expressing their ideas clearly within the boundaries of correct usage, grammar, spelling, and punctuation.

  • Often in the first years of their language learning, there is little focus on the creative aspects of writing because exams focus on grammar, spelling, or punctuation.

  • So, students develop a fear of writing and think that everything they write is full of errors.

  • Teachers generally put more emphasis on the development of writing such as paragraphs and essays.


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  • Students, with these fears, do not feel comfortable writing freely to allow ideas to flow.

  • This can lead to stiff, uncreative and poorly developed writing assignments.


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Solution???

  • Make Writing Fun.

  • With more focus on ideas than form.


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Activity 1: Derby Writing

  • Derby is a famous horse race in Kentucky.

  • Derby writing is a writing race.


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  • The class can be divided into two teams.

  • At the end of a predetermined time for writing, each student will count the number of words s/he has written.

  • Then the teacher will add up the number of words of each team member and write the total on the board.

  • The group with the most words wins.

  • Another possibility is to have each individual race with himself or herself.


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Steps in this activity:

  • The teacher advices the class of the few rules they must follow:

    a. Write as fast as possible until the teacher says "Stop!"

    b. Do not worry about connecting ideas logically. Just write whatever comes into your mind.


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  • c. Do not stop writing. If you do not know what to write, write : "I do not know what to write" until you think of something.

  • d. Do not erase or cross out words, and do not use contractions because they count as only one word rather than two words.

  • e. Do not worry about spelling, grammar, or punctuation.

  • f. If you do not remember a word in English, write that word in your native language and continue in English.


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Steps in this activity:

3. After the specified time of writing, the teacher says, "Stop!"

  • Each student then counts the number of words s/he has written.


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Benefits???

  • a. Positive response

  • b. Overcoming fears

  • c. Students learn to express themselves fully and build communicative competence in the written medium of English.


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Activity 2: Silence as an aid in a writing class

  • Students discuss essays or reading passages from any book in the box they have read by exchanging written messages. Then, near the end of the class period, they wrote their conclusions on the board.


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  • The teacher writes a question about a reading assignment on the board.

  • Students take turns writing responses to the question on the board while classmates take notes.


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  • At the end of class, students draw some conclusions about the readings for themselves in one-paragraph summaries.

  • The teacher collects their summaries, and they talk about the differences and similarities among them in another session using verbal discussion.


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Benefits???

  • Communication through writing reinforces instant written communication.

  • It is a radical way to learn about writing.

  • Students feel more confident in their role as writers.


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Activity 3: Pictures by hook or by crook

  • The teacher divides students into groups of four.

  • Each group receives a folder containing a set of pictures from Books in a box.

  • A story must be created using all the elements described in the pictures.

  • The group that finishes their writing with all the pictures included within the predetermined time is the winner.


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Activity 4: Picture Talk

  • The teacher divides students into groups of four.

  • Each group receives a set of scrambled pictures that make a story, tape or glue, paper (poster size).

  • Each group should glue the pictures in the right sequence.

  • In front of each picture, students write a description of it.


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Benefits???

Surprisingly simple instructions yield complexly creative results!


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Activity 5: Extension

  • From ‘books in the box’ , look for books in which these writing activities can be implemented.


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