The Teaching of Writing, Nct Cultural Week. Copy 3

8/11/2019 The Teaching of Writing, Nct Cultural Week. Copy 3

1/35


2/35

Rosana C. Silva, NCT, ELC 2014

I. THE ART OF TEACHING WRITING

II. CREATIVE STRATEGIES

III. SUGGESTIONS FOR IMPROVEMENT

IV. ACADEMIC EXCHANGE


3/35


Engaging students& Encouraging them to write


4/35

Why do students find difficulty in writing?

First language interferenceWeak understanding of writing conventions:

spelling, punctuations, capitalization, grammar

Lack of intrinsic motivation

Weak level of grasping sentence structure, tenses,s-v agreement

Poor ideas/ unsatisfactory critical thinking/analytical skills

They think writing is irrelevant / difficult

College students come to NCT with very weakbackground knowledge of basic language skills

Weak written language competenceRosana C. Silva, NCT, ELC 2014


5/35

The Art ofTeaching Writing


Put it before them briefly so they will read it,

concise

Proper organization

Use Vivid details

Correct usage

Clearly so they will appreciate it,

picturesquely so they will remember it, and

above all, accurately so they will be guided

by its light. - Jo seph Pu litzer


6/35


THE WRITING PROCESS

& STRATEGIES

Planning

BrainstormingGraphic organizers

Outlining

Character charts

Topic sentence

Clustering

Sensory charts

Story mapVisuals/realias

Writing theFirst Draft

Guide questionsModeling

Prior knowledge

Authentic

experiences

Scaffolding

Build up activities

Controlled to freeCreative

activities-

photography,

reading, poetry,

rhymes, songs

Editing & RevisingWriting theFinal Draft

Language focusOrganization & content

Transitional devices

Use writing portfolio

Reading aloud

Computer assisted

Peer evaluation

Collaborative writingRevision by modeling

Real time checking/

Individual Feedback

Assessment checklist

Positive

feedback

Encourage

students to

write more


7/35



8/35

LEARNING TASK:

Use the five senses to describe a particular person

BRAINSTORMING

HEIGHTMediumShortTall

BODY TYPEAthleticHeavyMuscular

Plump

HAIRBlondeCurlyDark

Red

FEATURESBeardDimpleFreckles

Glasses

OUTLOOKSadHappyCheerful

IntrovertAccessories

Oman RingNecklaceScarfEarrings

CLOTHESOmani dressGethraDisdashaAbaya

SHOESSneakersHigh-heelsSandals

CHARACTERKindGenerousSociableOrganized

STATUSSingleMarriedRichPoor


Show dont tell technique - let the readers experience the story through

actions, words, senses


9/35

LEARNING TASK: Descriptive Writing

Use the five senses to describe a particular object /food / person / place

SENSORY CHART

SEE HEAR FEEL/TOUCH SMELL TASTE

Color

Light greenRed orange

Soft Texture

SoftHard

Fruity

SmokyFlowery

Salty

Sourbitter

SizeBig / small

Loud CoarseRough

Pungent Ingredients

ShapeOval / square

Pleasant SmoothFine

Fresh Preparation

HeightShort / tall

Unpleasant Foul

Clothes/shoes/accessories Rosana C. Silva, NCT, ELC 2014

Adapted from: Karen Blanchard & Khristine Root,Ready to Write (NY: Pearson Educ., Inc., 2003)


10/35

GUIDE QUESTIONS



11/35

GRAPHIC ORGANIZERDescribing a Person

FAKHRIYAKHAMIS

HairLooks like

Clothes/shoes

Physical

appearance accessories

personality

behavior

Age

characterJob

status


Adapted from: Wang, Carolyn. Teaching and GradingDescriptive Writing.


12/35

OUTLINING

SAMPLE OUTLINEdescription of a place

A. Topic Sentence

1. Attention getter / opening sentence

2. The place I am writing about

3. Brief feeling about the placeB. Supporting ideas

1. Factual details

2. Sensory details with vivid language

3. Description of things in the place

C. Conclusion

1.Restatement of feeling about the place



13/35

NIGHT

LEARNING TASK:

Compare & Contrast Item 1 & 2

DAY

SKY

SUN

Item 1

MOON

Item 2


Comparison & Contrast


14/35

LEARNING TASK:

Compare & Contrast Item 1 & 2

Graphic Organizer

Item 1 Item 2

similarities

DifferencesDifferences



15/35

Remember what a paragraph is

State your main idea clearly Hook your reader

Keep it short and sweet

Writing a Good Topic Sentence

Laura Medina, et al.

Make your paragraph

easy to follow

It is not an invitation to

simply announce your

topic

Bring up questions in

their mind that you

intend to answer

Make your intention clear



16/35

Describe a character

Portray an emotion

Use details/memories

Talk about ones bravest ormost frightening moment

Present a summary/generalimpression

Sample Topic Sentences

My best friend Abdullah is a good friend,

honest, and loyal.

I felt so happy when my father

bought me a brand new car.

I still remember the day I went

shopping in Dubai with my

mother.

I will never forget one day

in June, the day I had an

accident in Muscat.As I enter my bedroom, I can see

a neat, clean, and well-organized

room.



17/35

Writing Proper

Straight Line of Development:

"Tell your readers what you are going to tell them;

then tell them;

then tell them what you told them."

Introduction

Supportingdetails

Conclusion Rosana C. Silva, NCT, ELC 2014


18/35

Introduction:

Write a topic sentence summarizing your impression of yourbest friend/father/mother/brother/sister

Supporting Details:

Who is he/she? What does he/she do? How does he/shelook like from head to toe? What are the distinguishingfeatures? Describe clothes/shoes/accessories.Describe the personality or character. What kind of person ishe/she?

Conclusion:End the description. What did you like most / least aboutthe person?

GUIDED WRITING



19/35

SPACE ORDER refers to space or layout

Describe the setting in some sort of order based onlocation

*Clockwise direction

*Front to back*Top to bottom

Imagine that you arestanding in the doorwayof your bedroom. Howwould you describe the

room to someone whohas never seen it?

ORDER IN WRITING



20/35

Writing Without Order



21/35

Using Space Order


N ti W iti


22/35

Rosana C. Silva, 3rd Semester 2013

Narrative Writing

Directions: Fill in the story organizer with the information about the

experience that you plan to write about.

EVENT:____When my family went to Masirah Island

WHEN:_____Last summer_

WHERE:_____Masirah Island

WHO WERE WITH YOU?_my father, mother, brothers, and sisters_

DETAILS:

What kind of day is it?______It was a bright day, the sun was up

How did you get to the place?__My father drove the van,_then we took a ferry

What interesting events happened?

1._We camped by the beach in Masirah

2. We saw a lot of turtles

3. The turtles were nesting

How did it end? My father took us to some other places then we went back home

STORY ORGANIZER


23/35

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=CGrGMDL2CNv1dM&tbnid=BFylcdw3ergGoM:&ved=0CAUQjRw&url=http%3A%2F%2Ftwistynoodle.com%2Fstory-map-3-coloring-page%2F&ei=Xd2lUdebOcPWrQehoYHIAQ&bvm=bv.47008514,d.aGc&psig=AFQjCNEvcnkpyJcTranoG-plP_k2G5FHpQ&ust=1369910983590356http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=CGrGMDL2CNv1dM&tbnid=BFylcdw3ergGoM:&ved=0CAUQjRw&url=http%3A%2F%2Ftwistynoodle.com%2Fstory-map-3-coloring-page%2F&ei=Xd2lUdebOcPWrQehoYHIAQ&bvm=bv.47008514,d.aGc&psig=AFQjCNEvcnkpyJcTranoG-plP_k2G5FHpQ&ust=1369910983590356


24/35



25/35

The Voice of NCT Writing Teachers

Go down to the level of students

Use varied writing techniques

Use students background knowledge/prior knowledge, realia

Work with students and constantly encourage them to improve

Give positive feedback instead of negative

Always provide a reason or a specific audience for assigned

writing

Explain the writing task/learning areas covered

Involve the students in planning & evaluating

Help students become strategic writers - inspire them to write

Show great patience & perseverancedontget frustrated

Show students strengths and weaknesses

Insist on revising and editing

Integrate writing with other skills such as reading

Use creative materials such as poetry, painting, short stories,rhymes, songs



26/35

From various scholars

Be creative with assignments and activities that address nontraditional ways of learning(Friesen, Helen Lepp. PhotographyandWriting: Alternative ways of Learning for ESL Students. Sep. 2012)

Integrate reading and writing

students reacted positively to the course -Integrated reading andwriting course for first yearArab EFL students in Israel (Rass, RuwaidaAbu. Integrating Reading and Writing for Effective LanguageLearning. Jan.-Mar. 2001)

Provide explicit modeling particularly in teaching cognitive learningstrategies (Regan, Kelley and Berkeley, Sheri. Reading and WritingInstruction: A Focus on Modeling. May 2012)



27/35

From various scholars

Collaborative writing (CW) had an overall significant effect onstudents L2 writing particularly content, organization, andvocabulary, but not for grammar or mechanics. In addition, studentparticipants found the experience enjoyable and felt that itcontributed to their L2 learning. (Shehadeh, Ali. Effects and StudentsPerceptions of Collaborative Writing in L2. UAE. Dec. 2011)

The practice ofreading aloud was regarded as helpful by theparticipants particularly in the process of revisionpunctuation,grammatical agreement, and missing verbs (esp. verb to befrequently omitted by Arab students). At the end of the semester

most students read aloud their final drafts before submitting them tothe instructor (Golkowska, Krystyna. Voice and Dialogue in TeachingReading/Writing to Qatari Students. Weill Cornell Medical College.Qatar, Qatar)



28/35

Portrait of an Effective Writing Teacher

Does the writing teacher need to be a writer?


Teachers perception of their own writing impacts their teachingof writing, therefore, teachers must be cognizant of their self-perception of writing and how writing instruction ismanifested in their classrooms. (G.W.Brooks Teachers asReaders and Writers and as Teachers of Reading andWriting.2007)

Effective teachers are active participants in the writing process.Effective writing teachers model and share their writing,connect reading and writing as essential literary

components, and provide students with options and ampletime for writing (Thornton, Areva, Teachers Self Perception ofTheir Writing and Their Teaching of Writing. Ph.D. Dissertation,Capella University)


29/35

Principle of Teaching


Tell me, Ill forget

Show me, Illremember

Involve me, Illunderstand

S l St d t P


30/35

Sample Students Poems



31/35

10 Steps to Becoming a Better Writer


- Brian Clark

1. Write.

2. Write more.

3. Write even more.

7. Write when you have something to say.

5. Write when you dont want to.

6. Write when you do.

4. Write even more than that.

8. Write when you dont.

9. Write everyday.

10. Keep writing.

Bibliography


32/35


Bibliography

Blanchard, K., & Root, K. (2003) Ready to write. New York: Pearson Educ. Inc.

Cunningham, P.M., and Cunningham, J. W. (2000) What really matters in

writing. Boston, MA: Pearson Education.

Friesen, H.L. (2012, September). Photography and writing: alternative ways of

learning for ESL students.Teaching english in the two-year college. v40 n1.

Retrieved February10, 2014, from http://www.eric.ed.gov

G.W.Brooks (2007). Teachers as readers and writers and as teachers of

reading and writing.

Golkowska, K. Voice and dialogue in teaching reading/writing to

Qatari students. Weill Cornell Medical College. Qatar, Qatar. Retrieved

February 11, 2014, from http://www.eric.ed.gov

Laura, Medina, et. Al. (n.d.) How to Write a Good Topic Sentence. Retrieved

October 10, 2013, from http://www.wikihow.com

Rass, R.A. (2001,Jan.-Mar.). Integrating reading and writing for effective

language learning. Forum, v39 n1. Retrieved February 8, 2014, from

http://www.eric.ed.gov
http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.wikihow.com/http://www.wikihow.com/http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/


33/35


Bibliography

Regan, K. and Berkeley, S. (2012, May). Reading and writing instruction: A

focus on modeling. Intervention in school and clinic. V47 n5. Retrieved

February 8, 2014, from http://www.eric.ed.gov

Shehadeh, A. (2011, December). Effects and student perceptions of

collaborative writing in L2.Journal of second language writing.UAE.v20 n4.

Retrieved February 8, 2014, fromhttp://www.eric.ed.gov

Thornton, A. Teachers self perception of their writing and their teaching

of writing. Ph.D. Dissertation, Capella University. Retrieved February 5, 2014,

from http://www.eric.ed.gov
http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/http://www.eric.ed.gov/


34/35


Acknowledgments

NCT Management for the opportunity

ELC Management for the trust

ELC Lecturers & friends for their valuable inputs

Writers and scholars for the literature bases


35/35


Date post:	02-Jun-2018
Category:	Documents
Upload:	rosana-silva
View:	216 times
Download:	0 times

The Teaching of Writing, Nct Cultural Week. Copy 3

Documents