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Silvia Rovegno
Uruguay
Agenda
� Writing in English is……
� Teaching writing today ……
� My students are good at…
� The problems my students show when writing are…….
Writing implies…Writing implies…Writing implies…Writing implies…
Generating ideasGenerating ideasGenerating ideasGenerating ideasPlanningPlanningPlanningPlanningDraftingDraftingDraftingDraftingRevision and editingRevision and editingRevision and editingRevision and editingSharing (a sense of audience)Sharing (a sense of audience)Sharing (a sense of audience)Sharing (a sense of audience)
Writing implies…Writing implies…Writing implies…Writing implies…problemsproblemsproblemsproblems
Generating ideas….Generating ideas….Generating ideas….Generating ideas….lack of real world lack of real world lack of real world lack of real world knowledge, poor reading habitsknowledge, poor reading habitsknowledge, poor reading habitsknowledge, poor reading habitsPlanning….Planning….Planning….Planning….no thinking timeno thinking timeno thinking timeno thinking timeDrafting…..Drafting…..Drafting…..Drafting…..minimal effortminimal effortminimal effortminimal effortRevision and editing…..Revision and editing…..Revision and editing…..Revision and editing…..what to edit? what to edit? what to edit? what to edit? How to go about it?How to go about it?How to go about it?How to go about it?Sharing ….Sharing ….Sharing ….Sharing ….writing for assessment, the writing for assessment, the writing for assessment, the writing for assessment, the teacher sole audienceteacher sole audienceteacher sole audienceteacher sole audience
Additional problemsAdditional problemsAdditional problemsAdditional problems
Lack of
regular
reading
� Limited exposure to
different text types
� Superficial understanding
of topics
Lack of direct
L1 instruction� No transferable L1
knowledge beyond
narrative and
descriptive genres
So can technology, specially digital technology, help us overcome these problems?
Kern (2011: 200) acknowledges that digitaltechnology has significant advantages overother media since it incorporates all of themand given that it has blended naturally intothe daily lives of individuals. Apart fromthis, it allows users to manipulate andintegrate data as never before .
Digital technology has transformed the definition of literacy itself
Hyland (2009: 58) states that literacy todayimplies not just the control over print media butalso over a range of electronic media. The impacton writing is an on-going process but he identifiesthat it has mainly impacted on the “ way we write,the genres we create, the authorial identitieswe assume, the forms of our finishedproducts and the ways we engage withreaders”
Enhances LL
Learner autonomy
Authentic Input and output
Word processors Online writing
Blogs and wikis Social networking sites
Corpora and concordancing
“the applications or other resources that exist
online and are available to multiple users via
the Internet, rather than being installed on a
particular user´s local computer or mobile
device”
What is cloud
computing?
Infrastructure as
a Service (IaaS)
Computing layer of physical hardware,
servers and networking components
Platform as a
Service (PaaS)
Provides an environment and framework
including development tools, in which
software applications can be run
Software as a
Service (SaaS)
Software services such as e-mail, word
processing, and spreadsheets
How can google drive enhance the development of writing?
� Lack of relevant ideas� Planning� Revising and editing� Lack of sense of audience� Composing process� Writer isolation
Lack of relevant ideas
How google drive may help:
�Google presentations
�Guided discovery to identify personal interest points
Planning
How google drive may help:
�Google presentations & hangouts
�Options to organize their planning
Revising and editing
How google drive may help:
�Google forms
� Two stages: revise and edit organization, style and ideas;
then revise and edit form and layout
Lack of sense of audience
How google drive may help:
�Sharing tools with peers
� Final publication and sharing via link
Composing process
How google drive may help:
�Google docs and hangouts
� Live monitoring and assistance
�Collaborative environment
�Synchronous and asynchronous work
Writer isolation
How google drive may help:
�Hangouts and google docs
�Guidance and support from teacher or peers
Overall advantages
Three great advantages:
1. It creates a collaborative environment
2. It is flexible and adaptable to the needs of the writing class,
3. It allows as no other tool I know the possibility of monitoring and intervening live in the process of writing in a simple and affordable way.
Sample unit of work
TIME STAGE AIM ACTIVITY
10’ Generating ideas To activate students´
schemata on the topic of
bullying.
To generate ideas to be used
in the articles
To focus on topic-specific
vocabulary
Students brainstorm ideas by
visiting two BBC links, analyzing
3 infographics and watching a
short clip.
They do not need to cover all
these sources.
They complete a generating
ideas guideline in case they
need to.
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Article: Bullying today
Task
Generating ideas
What do you remember about our discussion of the issue of bullying? Make notes on the
ideas you remember.
Now, do you have all the necessary information to write a fully informed article?
You can use the following file to order your ideas:
https://docs.google.com/document/d/1VDByOaLYZiB2R-ffdUQo7Xx3S5IGydk-
SXCDtVk1gnU/edit
(Remember to make a copy in your drive, change its name when you open it)
On the next slide you will find links to explore the topic more thoroughly and complete your
notes. Remember you need to include: what bullying is, its characteristics and
consequences. Explore the links freely.
Making a good and clear article requires the use of precise vocabulary. Include the key terms
you encounter in the shared glossary below:
https://docs.google.com/spreadsheets/d/1gHDotqbD3NbV7Zk8Efoa0QNAAPQWP2oNOu2yY3
5TizA/edit#gid=0
Check this out
Or you may want to explore
this
General issues on bullying: http://www.bbc.co.uk/radio1/advice/bullying
Long-term of effects of bullying: http://www.bbc.com/news/health-27063715
You can also get information from these infographics:
10’ Planning To highlight the importance
of planning and different
strategies that can be used
to accomplish it.
Students revise the concept of
planning, sort out good and
not so good planning
strategies, and plan their
informative articles
accordingly.
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Planning stage
What is planning?
How do you plan your writing?
What strategies can you use?
Scroll over the next slide and cross out the
strategies that are not effective in
planning
Planning strategies
Good planning
strategies
● make a list
● make a spidergram
● write ideas on sticky
notes
Poor planning
strategies
● all the others
Now, make a plan (an outline of your article) using any of the techniques highlighted above integrating the ideas you generated in the previous stage. This will help you develop your article.
30’ Drafting To draft the first version
of their informative
article
Based on their generated
ideas and plan, students
work on a google doc
shared with the teacher on
the drafting of their
informative article,
requesting assistance
when necessary.
Teacher can also guide
students and monitor their
drafting process live.
10’ First
revision
and
editing
To revise their work
focusing on ideas,
organization and style.
Students check their work
following a quiz on google
forms. They enter their
answers on it so the
teacher can get a picture of
how the whole class is
doing in the three key
areas.
20’ Re
drafting
To redraft the articles Based on the revision done,
students redraft aspects of the
articles that still need polishing.
10’ Second
revision
and
editing
To revise their work focusing
on form and layout.
Students check their work
following a quiz on google forms.
They enter their answers on it so
the teacher can get a picture of
how the whole class is doing in
the three key areas.
20’ Final version To produce the final version of
the informative articles.
Based on the revision done,
students redraft aspects of the
articles that still need polishing.
10’ Publication To publish students work on
the school´s website
Students embed a link on the
school website to their articles
Going back to thinking time task
� Do any of the ideas discussed
target the problems you’ve
defined?
� Are you planning to implement
these ideas?
� Which tools did you find most
suitable to your teaching context?
BibliographyHyland, K. (2003) Second Language Writing. Cambridge: Cambridge
University Press
Hyland, K. (2009) Teaching and Researching Writing. Second Edition.
Harlow: Pearson Education Limited
Kern, R. (2011) Technology and Language Learning in Simpson, J. (ed.)
(2011) Routledge Handbook of Applied Linguistics New York: Routledge
Motteram, G. (ed.) (2013) Innovations in learning technologies for English
language teaching London: British Council Publications
Stanley, G. (2013) Language Learning and Technology: Ideas for
integrating technology in the classroom Cambridge: CUP
Warschauer, M. (2010) New tools for Teaching Writing Language Learning
and Technology Vol. 14. No. 1, pp. 3-8
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