Writing

Writing

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Cambridge Delta Modules – Module OneWriting


CONJUNCTION

Words and phrases which explicitly draw attention to the type of relationship which exists between one sentence, or clause,

and another



ANAPHORIC REFERENCE

The use of a word or phrase which refers

back to another word or phrase which was

used earlier in the text



CATAPHORIC REFERENCE

The use of a word or phrase which refers forward to another

word or phrase which is, or will be,

used later in the text.



EXOPHORIC REFERENCE

The use of a word or phrase which refers

to something outside the text



ELEGANT REPETITION

The use of synonyms or more general

words or phrases to avoid repeating the same word over and

over again



ELLIPSIS

The leaving out of words or phrases from sentences where they are unnecessary

because they have already been referred

to or mentioned.



SUBSTITUTION

A cohesive device in which one of a

closed set of words stands for a word, phrase, clause or

element of the context.



LEXICAL REPETITION

The repetition of the main Word in the

paragraph in order to give unity to the text



LEXICAL CHAINS/SETS

The use of a set of connected words in a paragraph. Usually a head word is followed

by examples or associated vocabulary



FIELD

The topic of the text and the social

activity that is going on i.e. the what of the

situation



TENOR

The participants – the reader and the

writer and their relationship i.e. the who of the situation



MODE

The means by which the text is being

created e.g. email, conversation i.e. the how of the situation



DEIXIS

The name for language that makes a direct connection to

the material world. Some pronouns in a text for example do not have

referents within the text itself, but outside. Three types: personal; spatial;

temporal




What does the writing skill involve?

An effective piece of writing requires:

a high degree of organisation in the development of ideas and information

a high degree of accuracy so there is no ambiguity of meaning

the use of complex grammatical devices for focus and emphasis

a careful choice of vocabulary, grammatical patterns, and sentence structures

a style which is appropriate to the subject matter and the eventual reader



1 to focus on new information in sentences by appropriate clause or word order

e.g. In spite of…,

It was John who killed Bert

Bert was killed by John



2 to guide the reader through the message by using the appropriate logical devices, i.e. ‘signpost’ language in order to:

a) link the thought content of paragraphs and sentences

e.g. However, first of all

b) connect the thought content of clauses

e.g. Although, whether, whereas



3 to lay out the text in a way appropriate to the text-type in order to make the message easily accessible to the reader through the use of generally accepted conventions

e.g. formal letter, report



4 to organize the text in a way appropriate to the chosen purpose/function of writing

e.g. fairy tale

for v against compostion

Complaint letter



5 to replicate the function of stress and intonation in oral language with

a) appropriate vocabulary

e.g. he boatsed, she said politely (describing intonation)

b) specific sentence construction or word ordering

e.g. Had I known,

Not only did he…

c) appropriate punctuation, particularly the use of the full stop, comma, etc



6 to manipulate the script legibly with good spacing between words and lines



7 to select and use consistently

a) a register appropriate to the written medium/text-type

e.g. vocab chosen

b) a style appropriate to the attitude to be conveyed and the relationship between the writer and the reader

e.g. formal/informal

apologetic



8 to spell accurately and use capitals and hyphens, where necessary. This includes a knowledge of where to divide words, when necessary.



9 to sequence logically the text’s message, taking into account shared information. This takes place on two levels:

a) the text as a ‘whole’

b) the paragraph



10 to connect sentences and clauses with:

grammatical devices for back reference (anaphoric) and forward referencing (cataphoric), which help avoid unnecessary repetitions by either substitution or elision (i.e. omission).



Three Approaches:

Product

Process

Genre




Product Approach focus on form

MODEL TEXTGlobal reading comprehension tasks (to understand content)Analysis of text for aspects of written form e.g. layout, paragraphing, linking devicesText manipulation exercises e.g. sequencing cut up texts, filling in gaps, joining sentences

WRITING A PARALLEL TEXT This stage may or may not include some activity

to stimulate ideas for contentStudents write a whole text incorporating highlighted

features of the model text



Process Approach focus on the writer

GENERATING ideasBrainstorming & pyramiding, questions, spidergrams, data collection, surveys, roleplays

FOCUSING on main ideasSTRUCTURING these ideas

If appropriate, deciding on a reader, choosing main ideas, grouping these & arranging into a sequenceLooking at different possible arrangements in MODEL

DRAFTING writing a whole text

EVALUATING contentTeacher’s response to draft through questionsProvision of a grid for evaluation of content & organizationConferencingAnalysis of sample text on OHP

REVIEWING & EDITING formUse of marking codeProvision of check list e.g. possible linking wordsReformulation

FINAL VERSION wall display, class magazine



Genre Approach focus on the reader

WHY am I writing?? WHAT is the purpose of the text?WHO am I writing to? WHAT am I writing about? HOW will I convey the message? By what means?















Discourse Analysis

Exploring the structure and purpose of whole texts - the

study of how language – either written or spoken – is

used for communicative effect in a real-world

situation



Genre

A communicative event which uses texts in a predictable way

to achieve agreed communicative purposes e.g. a letter of complaint is likely to

contain many predictable elements that are associated

with this particular social action.



Genre Analysis

The study of how language is used within a particular

setting. It focuses on such issues as rhetorical styles and discourse types, for

example.



Coherence

The capacity of a text to ‘make sense’ to the reader

i.e. they know what it is about, that it answers their

questions, and is organised in a familiar

way.



Cohesion

The grammatical and lexical relationships between the

different elements of a text. These can include the direct

types of relationships between, for example subjects and verbs, or the less direct relationships between, for example pronouns and the words or phrases they

refer to.



Register

Grammar and vocabulary choices that create textual

effects that we recognise as being appropriate to the

context of the text’s use e.g. prezzie/snog in teenage

magazine but not in Children’s encyclopedia.

Date post:	11-Jun-2015
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