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Writing. Nayareth Hernández- Karen Utreras. By AERR. What is writing ? Acquisition of the ability Types writing performances The teaching of writing. What is writing ?. According to Ur w riting is the expression of ideas , the conveying of a message to the reader. (2006, p.163)

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Nayareth Hernández- Karen Utreras


  • Whatiswriting?

  • Acquisition of theability

  • Typeswriting performances

  • Theteaching of writing


  • According to Urwriting is the expression of ideas, the conveying of a message to the reader. (2006, p.163)

  • Richard & Renandya point out that it is the most difficult ability, the difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text. Furthermore, students have to pay attention to spelling, punctuation, word choice, and so on

Characteristics of writing

  • Permanence

  • Production of time

  • Distance

  • Complexity

  • Vocabulary

  • Formality

Acquisition of theability

  • Extensive Reading

  • Genre

  • Process, purpose and Context.

Extensive Reading

  • Extensivereading can helpourstudentsin a variety of writtentext, including, grammar, vocabulary, organizationalpatters, and so on. (2007.p-17)


  • Wedon’tjustwritesomething to achievesomepurpose, itis a way of gettingsomething done. (Hyland, p-18)

Process, purpose and Context

  • Writing is a sociocognitive activity which involves skills in planning and drafting as well as knowledge of language, context, and audiences.

  • Content Knowledge: Of ideas and concepts in the area the test will address

  • System Knowledge: It involves syntax, lexis, and appropriate formal convention needed

  • Process Knowledge: How to prepare and carry out the task

  • Genre Knowledge: It has a communicative purpose which is valued in a particular context.

  • Context: It is related to the readers’ preferences and expectations.

  • It is means that writing has a process that is pree-writing, drafting and revising, this process must have a purpose for students. Why are they writing? They need to know the purpose of this. And also, writing must be contextualized.

Types of writingperfomances


  • Incoporatepractice of “good” writers

  • Balance process and product.

  • Accountfor cultural/literarybackground

  • Connectingreading and writing.

  • Authenticwriting as possible


  • Pre-writing, drafting and revisingstages

  • To offertechiniquesthat are as interactive as possible

  • To applymethods of responding to and correctingyourstudents’ writing.



  • Brown, D. (2007). TeachingWriting. In, TeachingbyPrinciples: anInteractiveApproach to LanguagePedagogy. (pp.390-418). UnitedStates of America. Pearson Education.

  • Saville-Troike, M. (2006). Acquiringknowledgefor L2 use. In, IntroducingSecondLanguageAcquisition. (pp.133-172). UnitedStates of America. Cambridge UniversityPress.

  • Ur, P. (1996). TeachingWriting. In, A Course in LanguageTeaching: Practice and Theory. (pp.159-174). UnitedKingdom. Cambridge UniversityPress.

Incorporatepractice of goodwriters

  • Itconsiderthevariousthingsthatefficientwriters do.

  • Focusonmain ideas in writing

  • Spendsome time planning to write

  • Solicit and utilizefeedbackontheirwriting.

Balance process and product

  • Writingis a composingprocess and usuallyrequiresmultiplesdraftbeforeaneffectiveproduct. Youneed to makesurethatstudents are carefully led throughappropiatestages in theprocess of composing.

Accountfor cultural/literarybackground.

  • Ifthere are someapparentconstrastbetweenstudent’snativetraditions and thosethatyou are trying to teach, try to helpyourstudents to understandwhatisit.

  • Rethoricalconventions: Personification

  • Halloween.

Connectingreading and writing

  • Studentslearn to write in partbycarefullyobservingthatisalreadywritten.


  • Sharingwritingwithotherstudents in theclassisoneway to addauthenticity. Publishing a classnewsletter, writtingletters to peopleoutside of class.

Pre-writing, drafting, and revising

  • Pre-writing: youencourageyourstudents’ ideas.

  • A) braimstorm

  • B) freewriting

  • Drafting: classmates and teacher.

  • Revising: teacher.

Strive to offertechniquesthat are as interactive as possible

  • Don’tbuyinto de myththatwritingis a solitaryactivity

  • GroupCollaboration, braistormingand critiquing are as easily and succefully.

Methods of responding and correctingyourstudents’ writing

  • Error correction in writingmust be approached in a differentmanner.

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