The Writing JourneyThe Writing JourneyExploring Writing

And Making Student Eager to Write

Alay sa Bayan ProgramMagdalena & Majayjay, Laguna

Department of Education, Region IV-A Calabarzon

June 7-8, 2010

Exploring WritingAnd Making Student Eager to Write

Alay sa Bayan ProgramMagdalena & Majayjay, Laguna

Department of Education, Region IV-A Calabarzon

June 7-8, 2010

Seminar-Workshop OutlineSeminar-Workshop Outline The Writing Process Reading and Writing Across the

Curriculum* Text Structures and Organizations* Selecting Books for Teaching

Evaluating Writing Output

The Writing Process Reading and Writing Across the

Curriculum* Text Structures and Organizations* Selecting Books for Teaching

Evaluating Writing Output

How are you today?How are you today?

In a piece of paper, write the following:

• Name• School • Subject • Grade Level Taught

In a piece of paper, write the following:

• Name• School • Subject • Grade Level Taught

Think about…Think about…

Your favorite telenovela / TV Show The last book you have read The recent movie you saw Your most memorable teacher Something good that happened to

you yesterday

Your favorite telenovela / TV Show The last book you have read The recent movie you saw Your most memorable teacher Something good that happened to

you yesterday

Group RolesGroup Roles

Assign roles in the group: Facilitator Scribe Reporter Time Keeper DA (Devil’s Advocate) Think of a group name and come up

with a group cheer

Assign roles in the group: Facilitator Scribe Reporter Time Keeper DA (Devil’s Advocate) Think of a group name and come up

with a group cheer

My Favorite ThingsMy Favorite Things

I like the smell of a newly sharpened pencil. It reminds me of leaves, grass and trees. When it’s small and stubby, I keep and collect it as homage to the tree where it came from.

I like the smell of a newly sharpened pencil. It reminds me of leaves, grass and trees. When it’s small and stubby, I keep and collect it as homage to the tree where it came from.

My Favorite ThingsMy Favorite Things

I like wearing sneakers. They’re comfortable and sturdy. I wear my white sneakers when I travel to far away places.

I like wearing sneakers. They’re comfortable and sturdy. I wear my white sneakers when I travel to far away places.

My Favorite ThingsMy Favorite Things

I love going to the beach. I enjoy walking by the sea side at sunrise or sunset to look for treasures, precious and mundane, which the sea has washed to the shore. This is a starfish I found on the beach one summer day.

I love going to the beach. I enjoy walking by the sea side at sunrise or sunset to look for treasures, precious and mundane, which the sea has washed to the shore. This is a starfish I found on the beach one summer day.

Raising Expectations Raising Expectations

What do you ask the students to write?

Why do you want the students to learn how to write them?

Where are you having difficulty in?

What do you ask the students to write?

Why do you want the students to learn how to write them?

Where are you having difficulty in?

How do children write?How do children write? Children view writing as a requirement. Children get writing ideas from real life

experiences. Children are capable of using their

imagination to be able to write. Children could get lost and stumped

before and during writing. Children mentally jump, skip, plod and

turn during writing.

Children view writing as a requirement. Children get writing ideas from real life

experiences. Children are capable of using their

imagination to be able to write. Children could get lost and stumped

before and during writing. Children mentally jump, skip, plod and

turn during writing.

How do children write?How do children write?

Children need writing companions

.

Children must

understand that writing is a process.

On WritingOn Writing

Writing helps in the construction of new meaning from old and fresh experiences.

Writing is mind traveling; destination unknown.

Writing helps in the construction of new meaning from old and fresh experiences.

Writing is mind traveling; destination unknown.

The Writing ProcessThe Writing Process

Four steps in the writing process: Prewriting;

Writing the First Draft; Revising; Editing and Proofreading

Four steps in the writing process: Prewriting;

Writing the First Draft; Revising; Editing and Proofreading

PrewritingPrewriting

Find a meaningful idea to write about that meets the requirements and answers the instructions of the assignment.

Develop your idea through the use of one or two prewriting strategies.

Review the main idea and the sub-ideas that were generated from prewriting.

Find a meaningful idea to write about that meets the requirements and answers the instructions of the assignment.

Develop your idea through the use of one or two prewriting strategies.

Review the main idea and the sub-ideas that were generated from prewriting.

PrewritingPrewriting

If this leads you to a dead end, go back and retrace your steps.

Focus and begin writing.

If this leads you to a dead end, go back and retrace your steps.

Focus and begin writing.

When writing…When writing…

Write as you would speak Know your subject Be honest Be personally involve with your

writing (sincerity) Be at ease (relax)

Write as you would speak Know your subject Be honest Be personally involve with your

writing (sincerity) Be at ease (relax)

Revising, Editing & Proofreading

Revising, Editing & Proofreading

Commit yourself to improve your written output.

Review and revise the content first. Review your writing, opening and

closing paragraphs, style, words, sentences and paragraphs.

Reread your revision. Have someone with “fresh eyes” to read

your writing.

Commit yourself to improve your written output.

Review and revise the content first. Review your writing, opening and

closing paragraphs, style, words, sentences and paragraphs.

Reread your revision. Have someone with “fresh eyes” to read

your writing.

Revising On The RunRevising On The Run

• Don’t add any new information• Remove unnecessary facts and details• Find the best possible information and

go with it• Put the pieces in the best possible

order• Do what little rewriting is necessary

-- Peter Elbow

• Don’t add any new information• Remove unnecessary facts and details• Find the best possible information and

go with it• Put the pieces in the best possible

order• Do what little rewriting is necessary

-- Peter Elbow

Prewriting StrategiesPrewriting Strategies

Free Writing – writing down thoughts in random on the topic or idea.

Clustering – making a semantic web or concept map on the topic or idea.

5 Ws and 1 H – identify basic information on the topic or idea by asking Who, What, Where, When and Why questions.

Free Writing – writing down thoughts in random on the topic or idea.

Clustering – making a semantic web or concept map on the topic or idea.

5 Ws and 1 H – identify basic information on the topic or idea by asking Who, What, Where, When and Why questions.

Prewriting StrategiesPrewriting StrategiesCubing – Do a variation of free writing by

writing the following instructions on a cube:

Describe it – What do you see, hear, feel, smell, taste…?

Compare it – What is it like? What is it different from?

Associate it – What connections between this and something else come to mind?

Cubing – Do a variation of free writing by writing the following instructions on a cube:

Describe it – What do you see, hear, feel, smell, taste…?

Compare it – What is it like? What is it different from?

Associate it – What connections between this and something else come to mind?

Analyze it – What parts does it have? How do they work?

Apply it – What can you do with it? How can you use it?

Argue for or against it – may be serious or humorous

Analyze it – What parts does it have? How do they work?

Apply it – What can you do with it? How can you use it?

Argue for or against it – may be serious or humorous

Prewriting ActivitiesPrewriting Activities

1. Outlining – identifying the main idea, topic sentences and supporting details following a structure (Introduction, Content, Conclusion) Topic Outline Sentence Outline

1. Outlining – identifying the main idea, topic sentences and supporting details following a structure (Introduction, Content, Conclusion) Topic Outline Sentence Outline

Offbeat Questions – craft questions about the topic or idea that is out of the box

Person – What type of food and beverage is he/she like?

Place – Where does this place go for advice?

Object – What does this object look like when standing upside down?

Issue or Event – What is inside its refrigerator?

Offbeat Questions – craft questions about the topic or idea that is out of the box

Person – What type of food and beverage is he/she like?

Place – Where does this place go for advice?

Object – What does this object look like when standing upside down?

Issue or Event – What is inside its refrigerator?

Talking Points on WritingTalking Points on Writing Learning to write and writing to learn

It is a “virtuous” cycle (Walker, 1998).

Involve students in reading and writing activities in the content areas.

Learning to write and writing to learn

It is a “virtuous” cycle (Walker, 1998).

Involve students in reading and writing activities in the content areas.

The Reading and Writing Love Team

The Reading and Writing Love Team

Reading and writing are sparing partners.

Good readers are good writers.

To be very good at writing, one needs to ceaselessly read.

Reading and writing are sparing partners.

Good readers are good writers.

To be very good at writing, one needs to ceaselessly read.

The Reading and Writing Love Team

The Reading and Writing Love Team

Students benefit from reading and writing activities: develop skills and resources to

understand content practice techniques that aid in

retention write better

Students benefit from reading and writing activities: develop skills and resources to

understand content practice techniques that aid in

retention write better

Reading and writing activities in the content areas foster student centered learning.

Roles between teacher and student undergo transformation.

Reading and writing activities in the content areas foster student centered learning.

Roles between teacher and student undergo transformation.

What will students read?What will students read? Storybooks, works of fiction, literary

genres Newspapers and magazines Menus, letters, invitations,

announcements Recipes, handbooks, manuals Leaflets, brochures, directories Tickets, movie pass, reciepts Billboards, posters, signs

Storybooks, works of fiction, literary genres

Newspapers and magazines Menus, letters, invitations,

announcements Recipes, handbooks, manuals Leaflets, brochures, directories Tickets, movie pass, reciepts Billboards, posters, signs

What will students write?What will students write?

Expressive Writing - diaries, journals, stories, poetry

Product Writing - reports, essays, non-fiction and information materials

Expressive Writing - diaries, journals, stories, poetry

Product Writing - reports, essays, non-fiction and information materials

Text Structures & Organization

Text Structures & Organization

Comparison and Contrast Cause and Effect Definition Explanation Description Narration / Sequence of Events

Comparison and Contrast Cause and Effect Definition Explanation Description Narration / Sequence of Events

Students encounter different text structures and organizations when reading a variety of materials in the content areas.

Different text structures and organizations require a reading ‘stance’.

Different text structures and organizations call for different writing activities.

Students encounter different text structures and organizations when reading a variety of materials in the content areas.

Different text structures and organizations require a reading ‘stance’.

Different text structures and organizations call for different writing activities.

Assessing and Evaluating Writing

Assessing and Evaluating Writing

A rubric is… an assessment tool a scoring guide a guide for students and teachers

before an assignment begins

A rubric is… an assessment tool a scoring guide a guide for students and teachers

before an assignment begins

How to create a rubric?How to create a rubric?

Determine concepts and learning objectives

Choose the criteria to be evaluated Develop a grid where concepts, criteria

and rating are included Discuss the rubric to students Use the rubric in evaluating the product,

assignment or project

Determine concepts and learning objectives

Choose the criteria to be evaluated Develop a grid where concepts, criteria

and rating are included Discuss the rubric to students Use the rubric in evaluating the product,

assignment or project

When writing is goodWhen writing is good Content that is interesting and

important Craft - How content was rendered or

presented organization and structure voice and style sentence fluency writing conventions (spelling,

punctuation, grammar

Content that is interesting and important

Craft - How content was rendered or presented organization and structure voice and style sentence fluency writing conventions (spelling,

punctuation, grammar