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Motivating Through Writing

Motivating Through Writing. Jazz up your curriculum with Creative Writing. Creative writing. What makes writing creative? How is that different from other writing?. What are the types (genres)?. Poetry Memoir (using anecdotes from your life) Fiction A. Short Story B. Novel Drama

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Motivating Through Writing

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  1. Motivating Through Writing Jazz up your curriculum with Creative Writing

  2. Creative writing • What makes writing creative? • How is that different from other writing?

  3. What are the types (genres)? • Poetry • Memoir (using anecdotes from your life) • Fiction • A. Short Story • B. Novel • Drama • One-act or three-act • Screen plays

  4. Are you a poet?

  5. Let’s try writing poetry • Can you do that? • Have you ever written poetry? • You will do it now. • What do you need? • Pen and paper • Add imagination….

  6. Start with Haiku • Who Am I? • In a pouch I grow,On a southern continent --Strange creatures I know.

  7. What’s the form • Poetry has forms; • The sonnet has 14 lines, carefully rhymed. • Haiku doesn’t have to be rhymed but it has a certain amount of syllables

  8. I am first with fiveThen seven in the middle Five again to end.

  9. More haiku • Who am I • Green and speckled legs, • Hop on logs and lily pads • Splash in cool water. • Who am I? • Write a haiku about a certain animal but don't mention the animal's name

  10. Many hairy legs • I crawl fast around my space • People don’t like me.

  11. Who am I • I have four strong legs. • Hairy or fuzzy my skin • I like to bark too.

  12. Now: Pair Sharing • Many ways to do this. • Think/Write/Pair/Share • Think/Pair/Share/Write/Share again.

  13. Pair with someone and share your haiku. • Did you use the right amount of syllables? • Count them. • That is the form.

  14. Other haiku • Beaches • Sand scatters the beach • Rough waves crash on the seashore • Deep water shimmers • Snowflakes • Snowflakes are our friends • They descend when winter comes. • Making white blankets

  15. Write another haiku • Using any idea or topic • Peace, friends, Joy, et cetera

  16. Share again

  17. Poetry is easy • Let’s try an even easier poetry form: • Acrostic poems: • Sun, you are bright and shiny • Under the sky so blue • Nothing is brighter than you.

  18. How to write an acrostic • Choose any word: your name, or anything you want to describe, like the sun poem. • Choose any word: Use the letters in the topic word to begin each line. • All lines of the poem must relate to or describe the topic word.

  19. Using a name • I want to be… • Silent when others are talking • Absolutely active in my life • Love is what I hope for all • Always looking to help • Magnetic in my dealing with others.

  20. Now • It’s your turn • You write one…

  21. Share your acrostic poem

  22. Please find a way for • Everyone to get along… • A • C • E

  23. Pair share again • Poems easy to write? • Now we are all poets.

  24. Now what?

  25. Play and Write • “You don’t quit playing because you get old. • You get old because you quit playing.”

  26. A Motivating Creative Activity • Get in groups of 4-5. • We will give you objects and cards. • As a group, create a story, using the objects; plan that each group member will say something. Don’t write. • Tell this story to another group, holding up the objects as they play their parts in the story.

  27. If this were a real class, • I would break up your groups and have each student write the story individually… they could change any details and even big parts, but stick to the main story.

  28. GRADING OR NON-GRADING • “I can’t ask them to write often because it is too hard to grade all those papers.” • Does a soccer coach grade every move that a player makes? • Writing is a skill and it needs practice, practice, practice.

  29. Why non-graded? • An ungraded exercise is valuable: • It lets students communicate their thoughts without fear of judgment of any kind. • It says to them that their MESSAGE has value.

  30. The assignment does matter • Look for topics that they can care about.

  31. Topics for Writing What is the most exciting career? The most boring? What do you want to do as a career? Why?Describe a good friend. Write about your main interest: fishing, soccer players, art, the sea, the souk, business, camels, the season you like the best and why. Agriculture?

  32. Error Correction • Give many many short assignments for them to increase their fluency. • Without the fear of being graded, they will write more. • Again: Use topics that they are interested in. • Use short papers often, even daily and have them share with a partner. If they really want to, they can give it to you

  33. You don’t have to… • Mark every comma or misspelling they make. • They will learn through practice. • On a page-long paper, mark one particular error, like • Verb forms or sentence structure. • THEN make a positive comment at the bottom. • Don’t be negative… that will silence their will to write.

  34. Shocking idea… • You don’t have to read every paper. • Just so someone reads it. • Peer Reading… Pair/share.

  35. Any Questions myrtis101@mac.com

  36. Wallet Talk/Write • A popular activity… almost like a warm up. • Look in your wallet/hand bag • Find something that has meaning for you. • Anything…

  37. Now I will model …. I choose ……. Now I will write about it.

  38. Write, then read • Discuss with partner • What did you learn from this exercise?

  39. The end • MyrtisMixon • San Francisco, California, USA • myrtis101@mac.com • Riomediagroup.com/blanche35now

  40. Why use goals? • Helps motivate learning • Keeps the learner on task • Helps the learner see the reason for a task. • List one long-term and one short term goal, on your worksheet. • Count off to have a partner. • Now: share your goals with a partner.

  41. Back to Writing • What types of writing do we ask students to do? • What do you ask your students to do? • Share with your partner.

  42. What does research say? • Students studying English as a foreign language spend less than 5% of their time on writing of any kind. • A high percentage (as much as 90%) do no writing in English (except for fill-in-the-blanks).

  43. Goals • What is your goal for this session? • My Goals: • To share 15 strategies to motivate Ss to write. • To learn more strategies from you. • To energize you into wanting to let them write.

  44. What Types of Writing Foursomes: pair up with another pair. Discuss: WRITE: • What kind of writing did you do when you studied English? 2. What kind of writing do you ask your students to do?

  45. What types of writing do I teach?

  46. Journal Writing • What is that? • Self-talk? • Can be about what you read • Can be about what you think • Can be about any subject • Journal writing can be creative.

  47. Now you ‘journal’ • Write about what you think about writing, what you think about your having to write, about having your students write. Will it be difficult to do this? What will the problems be. • This is all about your thinking… • Keep going. This is free writing but with a focus.

  48. Summary Writing • When do we summarize? • What do we summarize? • Is it a simple skill?

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