Writing Two
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Questions and Answers

What is one advantage of the traditional approach to writing assignments?

  • It provides immediate feedback during the writing process.
  • It encourages collaborative writing among students.
  • It helps teachers keep records of marks and student progress. (correct)
  • It allows for more interactive learning during class time.

The traditional approach focuses on teaching writing rather than testing it.

False (B)

What is a potential drawback of providing vague feedback like 'Watch your tenses!'?

It does not give students clear guidance on how to improve their writing.

The drawback of focusing solely on the final product in writing assignments is that it does not represent a __________ process.

<p>learning</p> Signup and view all the answers

Match the approach to its primary focus:

<p>Traditional Approach = Emphasizes testing rather than teaching Learner-focused Approach = Encourages collaborative learning and revision Immediate Feedback = Provides instant corrections during writing</p> Signup and view all the answers

What is a suggested modification to make writing assignments more learner-focused?

<p>Incorporate class time for planning and drafting. (C)</p> Signup and view all the answers

Class time should be solely for marking students' written work.

<p>False (B)</p> Signup and view all the answers

What could be an initial stage of the homework task in a learner-focused approach?

<p>Drafting</p> Signup and view all the answers

Which term refers to the extent to which language follows the 'rules' of the standard variety of a language?

<p>Accuracy (B)</p> Signup and view all the answers

Coherence is concerned with the logical progression of ideas within a text.

<p>True (A)</p> Signup and view all the answers

What is a paragraph?

<p>A subdivision of a larger text comprised of a number of sentences, usually starting with a topic sentence.</p> Signup and view all the answers

A learner's language can be considered complex if it shows features of more advanced usage than the _____ level.

<p>basic</p> Signup and view all the answers

Match the following terms with their definitions:

<p>Accuracy = The extent to which language follows the rules of standard usage Complexity = Features of more advanced language usage Cohesion = The connectivity between sentences and ideas in a text Coherence = The logical flow and sense of a text</p> Signup and view all the answers

What is the purpose of task achievement in writing?

<p>To effectively address the writing prompt (B)</p> Signup and view all the answers

Conferencing refers to the ability to create logically connected paragraphs.

<p>False (B)</p> Signup and view all the answers

What does cohesion refer to in writing?

<p>The connectivity between sentences and ideas in a text.</p> Signup and view all the answers

What is one disadvantage of the process writing approach?

<p>It spends a lot of time on a single piece. (B)</p> Signup and view all the answers

Using a model text guarantees that students will not make vocabulary errors.

<p>False (B)</p> Signup and view all the answers

What do the authors White and Arndt (1991) suggest regarding drafts in process writing?

<p>Students will produce three drafts for each piece of writing.</p> Signup and view all the answers

The main focus in a genre approach is on ______ type and appropriacy of content.

<p>text</p> Signup and view all the answers

Match the following categories of marking criteria with their descriptions:

<p>Task achievement = Effect on the reader Organisation = Clarity of structure Accuracy = Grammar, lexis, spelling Presentation = Neatness and handwriting</p> Signup and view all the answers

Which of the following is NOT a component of Example 1 marking criteria?

<p>Grammatical errors (D)</p> Signup and view all the answers

Process writing is considered more efficient for all types of writing.

<p>False (B)</p> Signup and view all the answers

What aspect of writing should be well-developed to achieve task achievement?

<p>Detail about the subject (D)</p> Signup and view all the answers

What may students need more help with when writing at lower levels?

<p>Accuracy</p> Signup and view all the answers

Using contractions is appropriate in formal writing.

<p>False (B)</p> Signup and view all the answers

What is one strength noted in the student's use of language?

<p>Good lexical phrases</p> Signup and view all the answers

In writing evaluation, students should clearly understand what each ______ relates to.

<p>category</p> Signup and view all the answers

In writing, the use of __________ devices is essential for linking ideas.

<p>cohesive</p> Signup and view all the answers

What technique can help to avoid errors during the free writing stage?

<p>Utilizing a model text in earlier stages (D)</p> Signup and view all the answers

Match the following aspects of writing with their corresponding strengths or weaknesses:

<p>Task achievement = Vague information Appropriacy of style = Mixed opinion and information Organisation and cohesion = Clear sequencing of ideas Accuracy of grammar = Spelling errors</p> Signup and view all the answers

Creative pieces of writing should emphasize correct grammar over content quality.

<p>False (B)</p> Signup and view all the answers

Which of the following is a recommended approach in teaching students about writing?

<p>Incorporating learner training activities (A)</p> Signup and view all the answers

How many drafts are suggested before submitting a piece for grading?

<p>Three drafts</p> Signup and view all the answers

Feedback should focus mainly on language use rather than the development of writing ability.

<p>False (B)</p> Signup and view all the answers

Students may struggle with ______ when they copy without really understanding what they are writing.

<p>vocabulary</p> Signup and view all the answers

What should be included in a good writing task to enhance understanding?

<p>Clear criteria for assessment</p> Signup and view all the answers

Teachers need to engage in __________ meetings to standardize their marking practices.

<p>standardisation</p> Signup and view all the answers

Which grammatical error is highlighted in the content?

<p>All of the above (D)</p> Signup and view all the answers

Spelling errors have no impact on the overall quality of writing.

<p>False (B)</p> Signup and view all the answers

What is one way to engage students in understanding the value of writing feedback?

<p>Using questionnaires</p> Signup and view all the answers

The student’s writing showed a __________ of connectors in the fourth paragraph.

<p>lack</p> Signup and view all the answers

What does Tricia Hedge suggest for improving consistency in marking?

<p>Standardised policy document (B)</p> Signup and view all the answers

What is the primary purpose of writing conferences?

<p>To provide one-on-one support during the writing process (A)</p> Signup and view all the answers

A peer evaluation should occur without any structure or guidance.

<p>False (B)</p> Signup and view all the answers

What should students do after discussing 'good writing' criteria?

<p>Look at and improve their own drafts.</p> Signup and view all the answers

The checklist for writing should include pointers on content, ________, and language.

<p>organisation</p> Signup and view all the answers

Match the following writing elements with their descriptions:

<p>Content = Relevance to genre and intended reader Organisation = Logical flow and paragraph structure Language = Variety in vocabulary and style Feedback = Guidance on improving writing skills</p> Signup and view all the answers

Which of the following is NOT mentioned as an important criterion for good writing?

<p>Usage of colorful illustrations (B)</p> Signup and view all the answers

Students should only focus on grammatical errors when receiving feedback.

<p>False (B)</p> Signup and view all the answers

In a writing conference, what kind of support might a teacher provide?

<p>Support with organization of ideas, language assistance, and extending students' thinking.</p> Signup and view all the answers

The order of information in writing should be ________.

<p>logical</p> Signup and view all the answers

What is an effective first step in creating a checklist for writing?

<p>Discuss criteria for good writing as a group (D)</p> Signup and view all the answers

Students should not evaluate their peers' work to improve their own writing skills.

<p>False (B)</p> Signup and view all the answers

What model for writing improvement involves identifying and correcting issues within one's own work?

<p>Self-evaluation or self-reflection.</p> Signup and view all the answers

Headings in a text should be used ________.

<p>appropriately</p> Signup and view all the answers

Which of the following best describes the term 'purpose' in writing?

<p>The main point the writer is trying to communicate (C)</p> Signup and view all the answers

Good writing is solely based on originality of ideas.

<p>False (B)</p> Signup and view all the answers

Flashcards

Traditional Writing Approach

A traditional approach to writing where students complete work independently and teachers assess the final product. It typically involves marking errors, providing brief feedback, and assigning a grade.

Testing of Writing

The practice of emphasizing the testing of writing skills rather than actively teaching and supporting the writing process.

Writing Process Support

During the writing process, when students receive feedback, suggestions, and prompts to improve their work while writing.

Self-Correction

When students receive feedback on their drafts, they identify and understand errors, apply corrections, and improve their writing.

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Learner-Focused Writing

An approach that focuses on student involvement and growth during the writing process, going beyond simply evaluating final products.

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In-Class Planning and Drafting

A strategy where students plan and draft their writing in class, with the final draft assigned as homework, promoting both guided and independent work.

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Initial Draft Feedback

Students submit an initial draft for feedback, then refine their writing based on the teacher's suggestions.

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Class Time for Self-Reflection

Setting aside class time for students to review their writing, identify errors, seek clarification, and learn from their mistakes.

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Model Text Approach

A teaching approach that focuses on providing learners with a model text to study and imitate before attempting independent writing tasks.

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Process Approach

A teaching approach that emphasizes the process of writing, including brainstorming, drafting, revising, editing, and publishing.

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Genre Approach

A teaching approach that focuses on the specific features and conventions of different text types, such as letters, essays, or stories.

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Free Stage

The final stage in writing, where students independently produce a text, drawing on what they have learned from previous stages.

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Presentation Stage

Presenting a model text to learners for study and analysis.

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Controlled Practice Stage

Activities that involve controlled practice of specific language features, often with guided support.

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Guided Practice Stage

Activities that provide more open-ended practice of language features, often with guided support.

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Writing Skills

The ability to write accurately and effectively in a specific language.

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Writing Criteria

The criteria used to assess written work, such as grammar, vocabulary, organization, and content.

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Accuracy Criterion

Accuracy in terms of grammar, vocabulary, and spelling.

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Task Achievement Criterion

The degree to which the written work achieves the intended task and has a desired effect on the reader.

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Appropriacy Criterion

The appropriateness of the writing style and genre for the intended audience and purpose.

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Organization Criterion

The clarity and logical flow of ideas in a piece of writing.

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Range and Complexity Criterion

The richness and variety of vocabulary and grammar used in writing.

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Interest and Force Criterion

The level of interest and engagement the writing evokes in the reader.

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Accuracy

The degree to which language follows the rules of standard language usage. It is linked to grammatical correctness. A sentence like "He have two brothers." would be considered inaccurate compared to standard usage.

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Complexity

The complexity of a learner's language refers to how advanced it is. A learner who uses more complex grammatical structures and vocabulary is considered to have more complex language. For example, using a wide range of adjectives instead of repeating "nice" demonstrates more complexity.

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Paragraph

A subdivision of a larger text that typically contains several sentences. Paragraphs often begin with a topic sentence that introduces the focus of the paragraph.

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Coherence

The quality of a text that makes it logical and easy to understand. When a text lacks coherence, it is difficult to follow the flow of ideas or understand the connection between sentences.

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Cohesion

The way sentences, paragraphs, and ideas are connected within a larger piece of writing. Cohesive writing uses transition words, repetition, and other devices to create a smooth and logical flow.

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Task Achievement

The extent to which a learner's writing fulfills the task or purpose given. It takes into account the content, organization, and style of the writing in relation to the requirements of the task.

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Conferencing

A process where learners and teachers collaborate on writing tasks. It involves feedback, revision, and discussions to improve the quality of writing.

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Appropriacy of Style and Content to Genre

The suitability of the writing style and content considering the type of text being created.

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Organization and Cohesion

The organization and flow of ideas within the text, ensuring clarity and coherence.

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Range and Complexity of Grammar and Lexis

The range and complexity of grammar and vocabulary used in the writing.

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Accuracy of Grammar, Lexis, and Spelling

The accuracy of grammar, vocabulary, and spelling in the writing.

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Register

The use of language that is appropriate for the intended audience.

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Collocation

The use of words and phrases that are common in a particular language or field.

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Topic Sentence

A short sentence or phrase that summarizes the main idea of a paragraph.

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Cohesive Device

A phrase or sentence that connects two or more ideas together, making the text flow smoothly.

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Assess Writing

To evaluate a piece of writing according to specific criteria, often assigning a grade or score.

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Formative Feedback

Feedback that focuses on helping students improve their writing skills.

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Evaluative Feedback

Feedback that focuses on evaluating the quality of the writing and assigning a grade.

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Questionnaire

A question-based approach to understanding students' needs and attitudes towards writing.

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Reformulating

An activity that involves students rewriting a text to improve its quality.

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Language Use

The use of language to communicate ideas and information.

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Writing Instruction

A planned and structured approach to writing, where students are guided through different steps in the writing process.

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Writing Conference

A one-to-one conversation between a teacher and a student about their writing, focusing on organization, language, and content. It allows the teacher to provide support and guidance during the writing process.

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Peer Evaluation

A structured activity where students look at each other's writing drafts, focusing on specific criteria to evaluate their work. This helps them develop critical reading skills and learn from each other.

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Writing Checklist

A list of criteria used to assess the quality of writing, typically covering aspects like content, organization, language, and style. Students can use this to guide their own writing and improve their work.

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Textual Communication

The ability of a text to effectively communicate its message to the reader, whether it be informing, persuading, or entertaining. It focuses on the purposefulness and clarity of the text.

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Textual Organisation

Strategies used to organize text logically and effectively. This includes techniques like using tense, linkers, and reference devices to create a coherent piece of writing.

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Individualized Writing Support

A method of teaching writing that involves providing individualised support to each learner. This includes guidance on generating ideas, structuring the writing, using appropriate language, and improving overall clarity.

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Writing Feedback

The process of providing feedback to students on their writing, addressing grammar and other linguistic errors, but also focusing on content, organization, and style.

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Writing Effectiveness

The effectiveness of a written piece in achieving its purpose, taking into account factors like clarity, organization, and language use. It is often assessed on a continuum, where higher scores indicate greater success in communication.

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Textual Clarity

The clarity and ease with which a reader can understand the meaning of a text. It is influenced by factors like sentence structure, vocabulary, and overall organization.

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Effective Headings

The use of headings to structure and organize a piece of writing, making it more readable and easier to navigate. Headings help to guide the reader through the text and highlight key points.

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Sentence Structure

Breaking down long sentences or combining short ones for better readability and flow. This helps to improve the rhythm and clarity of writing.

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Content Relevance

The importance of including relevant information and answering the question posed in a writing task. This ensures that the writing is focused and addresses the intended audience.

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Text Organization

The overall organization of a piece of writing, including the logical flow of information, clear introduction and conclusion, and appropriate paragraphing. This enhances the readability and coherence of the text.

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Language Variety

Using various language techniques, including vocabulary, sentence structure, and style, to make writing engaging and effective. This adds depth and richness to the writing.

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Appropriate Style

Matching the language style and tone to the target audience and the purpose of the writing. This could be formal, informal, neutral, or any other suitable style.

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Study Notes

Approaches to Responding to Students' Writing

  • Traditional approach: Teachers set homework, collect, mark by underlining/circling errors, correcting, commenting (e.g., "Watch your past tenses"), and giving a mark.
  • Advantages: Common, reflects solitary writing, frees class time for interactive activities, practical for record-keeping, allows self-correction and new language input.
  • Disadvantages: Emphasizes testing over teaching, assesses final product, no support during writing process, students may not learn from feedback, vague feedback is unhelpful.
  • Alternative approaches: In-class planning/drafting, homework as initial draft with teacher feedback, class time for error analysis/questioning, model text approach (lead-up activities help avoid errors).
  • Effectiveness of model text approach: Usually successful if students follow the model; vocabulary issues possible with different topics; may indicate copying without understanding.
  • Process approach: Constant support/feedback throughout, multiple drafts, teacher, peers, and students provide feedback. Disadvantages include time-consuming, not suitable for all students/genres, less efficient for structured genres.
  • Genre approach: Lead-up may be product- or process-oriented; emphasis on text type, content, style to reduce errors.

Criteria for Assessing Students' Writing

  • Importance of understanding criteria by teachers and students, and school-wide uniformity.
  • Criteria examples:
    • Task achievement, reader effect
    • Appropriateness of style and genre
    • Organization, cohesion, punctuation
    • Range/complexity of grammar and lexis
    • Accuracy of grammar, lexis, spelling
    • Interest/force of content, development of ideas, audience sense, style.
    • General development: grammatical skills, sentence complexity, vocabulary, spelling, punctuation, presentation
    • Content (relevance, interest, organization, coherence), audience sense/purpose, appropriateness, task achievement (content, register, layout, length), range, accuracy.
  • Importance of criteria varies by genre (e.g., creative vs. formal). Lower levels may focus more on accuracy, organization may be simpler. Simplification to fewer categories (e.g., language and content) for lower levels.

Evaluation of Student Writing Sample

  • Task achievement: Strengths: Good person selection, generally intelligible, interesting. Weaknesses: Incomplete task, insufficient detail, not enough information for book format.
  • Appropriacy of Style and Content to Genre: Strengths: Attention-grabbing conditional use. Weaknesses: Mix of opinion and information; contractions inappropriate for formal writing.
  • Organization and Cohesion: Strengths: Introduction, chronological information, paragraphs structuring ideas. Weaknesses: Insufficient use of cohesive devices.
  • Range and complexity of grammar and lexis: Strengths: Good lexical phrases, varied structures, varied tenses, linking words. Weaknesses: Limited lexis, awkward language due to lack of connectors.
  • Accuracy of grammar, lexis, and spelling: Strengths: Appropriate tenses, linking words, good spelling and most punctuation. Weaknesses: Incorrect collocations, grammatical inaccuracies (subject-verb agreement, word order, missing articles), lexical errors (unfamiliar colloquialisms), spelling errors.

Raising Student Awareness

  • Importance of clear criteria and standardized approach for teachers, and understanding for students, for feedback to become a learning process.
  • Feedback often evaluative (language use), should be formative (developing writing ability).
  • Learner training activities:
    • Questionnaires: Assess writing importance, types, and feedback.
    • Reformulating: Practice feedback through paired/grouped drafts, teacher rewrite, discussion.
    • Conferencing: Individualized writing support/feedback during process.
    • Establishing Good Writing: Discuss ingredients of good writing, analyze authentic texts (or anonymous student writing).
    • Peer evaluation: Students evaluate each other’s work, needs structured guidelines.
    • Checklists: Students develop own criteria for improvement, personalized feedback.

Terminology Review

  • Task Achievement: Extent to which a writing task fulfills its purpose.
  • Conferencing: Individualized teacher support during the writing process.
  • Cohesion: Logical ordering of a text using grammatical/lexical means.
  • Accuracy: Following language rules of a standard variety.
  • Complexity: Advanced language use beyond basic.
  • Paragraph: Subdivisions of a text containing sentences, often with a topic sentence.
  • Coherence: Text making logical sense.

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Description

This quiz explores various methods teachers use to respond to students' writing, including traditional and alternative approaches. It discusses the advantages and disadvantages of these methods and highlights effective strategies such as model texts. Engage with key concepts that influence student feedback and engagement in the writing process.

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