Writing
This presentation is the property of its rightful owner.
Sponsored Links
1 / 21

Writing PowerPoint PPT Presentation


  • 174 Views
  • Uploaded on
  • Presentation posted in: General

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)

Download Presentation

Writing

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Writing

Writing

Nayareth Hernández- Karen Utreras

By AERR


Writing

  • Whatiswriting?

  • Acquisition of theability

  • Typeswriting performances

  • Theteaching of writing


What is writing

Whatiswriting?

  • 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

Characteristics of writing

  • Permanence

  • Production of time

  • Distance

  • Complexity

  • Vocabulary

  • Formality


Acquisition of the ability

Acquisition of theability

  • Extensive Reading

  • Genre

  • Process, purpose and Context.


Extensive reading

Extensive Reading

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


Genre

Genre

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


Process purpose and context

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 writing perfomances

Types of writingperfomances


Teaching writing skill

Teachingwritingskill

  • Incoporatepractice of “good” writers

  • Balance process and product.

  • Accountfor cultural/literarybackground

  • Connectingreading and writing.

  • Authenticwriting as possible


Teaching writing skill1

Teachingwritingskill

  • Pre-writing, drafting and revisingstages

  • To offertechiniquesthat are as interactive as possible

  • To applymethods of responding to and correctingyourstudents’ writing.


Thanks for listening

Thanksforlistening


References

References

  • 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.


Incorporate practice of good writers

Incorporatepractice of goodwriters

  • Itconsiderthevariousthingsthatefficientwriters do.

  • Focusonmain ideas in writing

  • Spendsome time planning to write

  • Solicit and utilizefeedbackontheirwriting.


Balance process and product

Balance process and product

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


Account for cultural literary background

Accountfor cultural/literarybackground.

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

  • Rethoricalconventions: Personification

  • Halloween.


Connecting reading and writing

Connectingreading and writing

  • Studentslearn to write in partbycarefullyobservingthatisalreadywritten.


Authentic writing

Authenticwriting

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


Pre writing drafting and revising

Pre-writing, drafting, and revising

  • Pre-writing: youencourageyourstudents’ ideas.

  • A) braimstorm

  • B) freewriting

  • Drafting: classmates and teacher.

  • Revising: teacher.


Strive to offer techniques that are as interactive as possible

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 correcting your students writing

Methods of responding and correctingyourstudents’ writing

  • Error correction in writingmust be approached in a differentmanner.


  • Login