TAMS-CHAPTER-4-LESSON-2-3-COMPILED PDF

Chapter 4: Writing as a Process and as a Product: How to Teach and Assess Writing in the Second Language Presented by: Dian O. Sermo BSED-ENGLISH 3A WHAT IS WRITING? Writing - is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate...

Chapter 4: Writing as a Process and as a Product: How to Teach and Assess Writing in the Second Language Presented by: Dian O. Sermo BSED-ENGLISH 3A WHAT IS WRITING? Writing - is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form.  Writing is a challenging and complex skill. Like speaking, it entails the production of ideas in the most organized manner. It also requires one to be meticulous in polishing the paper in terms of grammar and structure. Unlike speaking, where the audience can forget the speakers' errors over time, writing leaves a document for audiences to critique.  As future language teachers, you do not only need to master the writing skills but also the ability to teach writing.  Teaching writing, according to Baggot (2012: 3), is "a complex process for most teachers and often a difficult and demanding task for students to master." With writing as part of the core curriculum now, "many teachers will find themselves needing to teach writing and may not feel well prepared to do so effectively (Weigle, 2024: 223). PURPOSES OF TEACHING WRITING Writing is often taken as a task integrated with other communication skills like reading. Harmer (1998:79) offered four purposes of teaching writing namely: Reinforcement Language development Learning style Writing as a skill  Reinfo Writing is considered as one of rceme the ways of helping language nt remember and even learners improve their fluency in the target language. Your lessons in the principles of teaching may remind you that learning best happens when more senses are used. So, writing the linguistic codes may help one to nuance sound- spelling similarities and Language Development Harmer (1998) asserts that learning a language is a process. He recognized that writing, like the other communication skills, is done in stages or procedural steps. For instance, a language learner has to choose a topic and considers some factors in doing so, whether the communication task is listening, speaking, reading or writing. The thought processes involved in these steps form part of the language learning experience. Learni ng Style Our understanding of Gardner's Multiple Intelligences theory would tell us that students differ in the way they learn. Some may learn better when engaged in receptive communication activities like listening and reading, while others learn better when engaged in production activities like speaking and writing. Some may be quiet in the discussion but are passionately expressive when asked to write. Writing as a Skill It has to be taught for its being. Writing as a skill cannot be acquired or mastered overnight.  PRINCIPLES IN WRITING INSTRUCTION  Graham, MacArthur, and Fitzgerald (2007) have offered four principles in writing instruction. They reminded us that "writing is essential," and as such, we are challenged to "do a better job in teaching it. We need to know "what skilled writing looks like" and must have a collection of "effective writing procedures for teaching writing."  The Essence of Writing, according to Graham et al. (2007), is an effective and Writing versatile means of communication. It allows us to persuade our audience or explain to them ideas. It also offers a venue for self- expression, whether in a creative or critical form of writing. As language teachers, it is one of the most commonly used tools for assessing  The Need for Eff ective Writing Instruction Having pointed out the essence of writing, Graham et al. also emphasized the need for writing instruction that is grounded on research. "Our instructional efforts in this area need to be informed by what is known about the factors that foster writing development and proven methods for promoting such development." Among the recent researches regarding our learners' writing skills is the one done by Saavedra (2020:) which abstract revealed the following: 1) lack of vocabulary in the target language 2) difficulty in conveying and organizing ideas 3) pupils' perception that writing is a hard task 4) lack of motivation and interest in writing 5) the difficulty in spelling, grammar and sentence construction These factors can be attributed to the first languages of the pupils (Chabacano, As future language Bahasa Sug, teachers, and theseCebuano), pieces of where English information and wouldFilipino serveare considered as our compassasinL2 only. designing our learning plans, our syllabus, or even the curriculum itself. Knowledge of Eff ective Writing We must equip ourselves with the content and procedural knowledge in teaching writing. Graham et al. contend that "If students are to become good writers, we need to help them become strategic, knowledgeable, and motivated writers who are not hampered by inefficient or faulty transcription and sentence construction skills."  Eff ective Writing Procedure for Teaching Writing We are also challenged to research beyond the context and reality of our learners' writing skills. We must equip ourselves with the different perspectives on the nature of writing and the pedagogies of writing instruction. THAN K YOU PERSPECTIVES ON THE NATURE OF WRITING AND WRITING INSTRUCTION WRITING AS A MEANS OF COMMUNICATION HAS THE POTENTIAL TO CHANGE NOT ONLY ONE'S WORLDVIEW BUT THE WORLD ITSELF.  Examples of the power of writing: Noli Me Tangere (1887) of Jose Rizal An Inconvenient Truth (2006) by Al Gore Greta Thunberg’s Social Media Posts on Climate Change Yagelski (2018:8) purports the four ways of understanding writing: 1. Writing is a powerful means of communication. 2. Writing is a way to participation. 3. Writing is a unique way of thinking that helps us learn. 4. Writing is a way to understand ourselves and the world around us. OUR VIEW ON THE NATURE OF WRITING INFLUENCES THE WAY WE APPROACH THE TEACHING-LEARNING PROCESS IN OUR CLASSROOM. WE MAY VIEW IT AS SOMETHING PERSONAL SO THAT SOME WRITERS INDULGE THEIR IDIOSYNCRASIES WHEN THEY WRITE. FOR EXAMPLE, OTHERS WOULD WANT EVERYTHING QUIET AND CLEAN IN THEIR WRITING SPACE BEFORE PRODUCING A WRITING OUTPUT. OTHERS WANT TO ENGAGE IN STIMULATING ACTIVITIES OR GET EXPOSED TO SOME SCENERY OR AMBIANCE TO PRODUCE BRILLIANT WRITING IDEAS.  TWO MAJOR SCHOOLS OF THOUGHT IN VIEWING WRITING INSTRUCTION: 1. WRITING AS COGNITIVE ABILITY VS. WRITING AS A SOCIOLOGICAL PHENOMENON. 2. WRITING AS A PRODUCT VS. WRITING AS A PROCESS WRITING AS COGNITIVE ABILITY VS. WRITING AS A SOCIOLOGICAL PHENOMENON  COGNITIVE ToABILITY view writing as a cognitive ability means taking into account both the writing ability and the linguistic profi ciency of the learner (Weigle, 2014). Writing ability refers to the learners' knowledge and skills of the writing process, which includes choosing a topic, generating and organizing ideas with consideration of the context and audience, and polishing structure and style of presentation of writing outputs, among others. Language profi ciency refers to one's knowledge of the linguistic codes, be it in LI or L2. For some students, this may  SOCIOLOGICAL PHENOMENON This view on writing, according to weigle (2014:224), recognizes that writing is "done for a purpose, is directed at a specifi c audience, and is part of a broader set of literacy practices shaped by a particular culture and setting." As writing teachers, we need to inculcate among our learners that "written texts do not exist in isolation" and that they have to be a "member of a discourse community." A discourse community defi nes the rules of writing or sets of expectations for a written output. For instance, we are now aware of technical writing. Creative writing, professional writing, business writing, and many more. WRITING AS A PRODUCT VS. WRITING AS A PROCESS  PRODUCT Called genre writing approach, this perspective in teaching writing pays attention to the correctness of the students' grammar or their structure. Dirgeyasa (2016, citing Thoreau, 2006) defi nes genre-based writing as a kind of writing which "has a typical style, particular target of readers, and a specifi c purpose." As classifi ed by Tompkins (2008), writing genres include Journal writing, biographical writing, letter writing, expository, narrative, descriptive, poetry, and persuasive writing.  Zakime (2018) fi nds the product approach in teaching writing time-effi cient because its primary aim is accuracy; therefore, the teacher has a focus skill to correct. Teacher who uses this approach usually asks learners to read model texts for analysis and templates for writing. Zakime provided the following key items, which she attributed to her celta mentor mellissa lamb, as a guide for analysis: content, lexis, organization, grammar, and style (clogs). This is followed by controlled writing activities that would lead them to think of their own topic to develop using the pattern they saw from the model text. After student writers have thought of their topic, they will organize their ideas and write the fi nal output. Because of its focus on fl uency, this perspective in writing  PROCESS This view takes into account the diff erent stages of writing as a way of developing writing skills. Writing as a process, according to langan (2014:41), involves fi ve basic steps, namely: pre-writing, organizing ideas or outlining the paper, drafting, revising, and PRE-WRITING This step involves choosing the topic and the generation of ideas for writing. Langan further off ers four pre-writing activities, which include: freewriting or writing without restrictions, listing, brainstorming, and clustering ORGANIZING IDEAS In this stage, we assist our students in planning or outlining the ideas they have generated during the pre- writing stage. WRITING THE DRAFT This refers to the development of the key ideas outlined in the previous stage. REVISING Eff ective writers re-read their work to revise content and structure. EDITING This stage in writing prepares the writing output for fi nal submission. This requires polishing of grammar, mechanics, and style. With these processes in mind, we need to remind our students that eff ective writing considers subject, audience, and purpose in order to put the message across (Langan, 2008). SUBJECT This is the idea that we want to talk or write about. PURPOSE Our writing purpose guides us in organizing our ideas and choosing the language to use in writing. It also helps us decide the length of our discussion and the style of presentation. AUDIENCE Just as your purpose determines your language and style of presentation, the audience plays a crucial role in shaping your writing style and organization. Age, profession, cultural background, and gender, In the academic setting, our subject or topic is most often pre- defi ned by the teacher or by the discipline we are taking up. Our purpose most often revolves around informing, arguing, or persuading. Our primary audience is your teacher. We also remind our students that the writing process is recursive, and as such, it can go back and forth between the student and the teacher for feedbacking and revising. Prichard and Honeycutt (2007: 33) have this to say about the process approach: Teachers must demystify the writing process for students by teaching them that regardless of how skilled they become, all writers will perform just like professional writers: they will utilize a process, adapted to their needs, to develop their manuscripts, they will go through several stages of revision; they will seek the responses of others; they will edit for errors at the manuscript level, and they will eventually realize that writing is never perfect and  WRITING AS A PRODUCT OR AS A PROCESS HAS DRAWN DEBATES AMONG PRACTITIONERS. WHILE OTHERS AGREE THAT GENRE- BASED OR PRODUCT APPROACH IS PURPOSE-DRIVEN AND IS HELPFUL IN ACHIEVING FLUENCY, SOME OTHERS ALSO ASSERT THAT IT IS NOT STUDENT-FRIENDLY AND SOMETIMES CAN RESULT IN MECHANICAL WRITING. TOMPKINS (2008) OFFERS A WAY OF COMPROMISE ON THIS ISSUE BY BALANCING THE TEACHING OF Purpose & Audience Teaching and Assessment of Macro Skills Purpose Influential writers use their ideas to inform, convince, or entertain readers. Writing purpose guides idea organization, language choice, discussion length, and presentation style. Audience Writers consider their audience, which can include teachers or fellow students. Audience characteristics like age, profession, culture, and gender influence topic selection, presentation style, and language use. Writing in Academic Setting Subjects or topics are often defined by teachers or disciplines. Our primary audience is your teacher. Writing purposes typically revolve around informing, arguing, or persuading with the primary audience being the teacher. The writing process involves feedback, revision, and understanding that writing is always open to improvement. According to Prichard and Honeycutt (2007: 33) Teachers must demystify the writing process for students by teaching them that regardless of how skilled they become, all writers will perform just like professional writers: they will utilize a process, adapted to their needs, to develop their manuscripts; they will go through several stages of revision; they will seek the responses of others; they will edit for errors at the manuscript level, and they will eventually realize that writing is never perfect and always open to revision... Debate on Writing as Product or Process Some prefer a genre-based or product approach for fluency, while others assert that it is not student-friendly and believed it can lead to mechanical writing. Tompkins (2008) offers a way of compromise on this issue by balancing the teaching of writing as product and process or even mixing the two approaches. The Mechanic of Writing Writing in the second language begins in understanding the writing system and the mechanics of writing. For our learners who may have to negotiate between their mother tongue, which is not necessarily Filipino, and English as their L2, this requisite in learning to write can be daunting. Olshtain (2014) lists the following mechanics of writing: a. Letter recognition It is the ability to distinguish letters in the alphabet, crucial for learning to read and write. b. Letter discrimination The ability to distinguish similar-looking letters like b and d or letters like and f. c. Sound-to-letter correspondence Matching sounds with letters, challenging for learners with different phonetics. d. Word recognition Quickly identifying and reading written words. e. Basic spelling rules Demonstrating fluency in spelling, which can be challenging for learners who haven't mastered previous mechanics.  According to Olshtain (2014), writing syetems can be classified as either meaning-based or sound-based. Meaning-based system can be exemplified by the Chinese and the Japanese Kanji, where the graphic character represents real-world meaning. The sound-based system, like the English language, uses the alphabet where the symbol represents a sound. It is also crucial to know the writing system directions that affect the way we learn writing. Some languages are written in columns, like the Chinese and Japanese or from right to left, like Arabic, or from left to right like Filipino and English. Thank you!! Reporter: Kyle C. Parcon  LESSON 2: LESSON DESIGN AND STRATEGIES IN TEACHING WRITING Prepared by: Villanueva, Khey R. Panes, Rhea D. BSED ENGLISH 3 FACTORS IN DESIGNING A WRITING SYLLABUS  Kroll, as cited in Weigle (2014:229), lists the essential tasks of a writing teacher. These are “designing or implementing a syllabus, planning the individual class session, providing opportunities for writing and responding to that writing.”  In designing the writing syllabus, we need to consider the following factors: b. A writing task that promotes academic integrity: a. A feasible scope of the writing In this age of copy-and-paste, we task: need to prepare writing prompts or assignments that deter the students This requires us to think through the from plagiarizing written outputs. In writing tasks by looking at the needs most cases, we do this by making the of our learners and their background. consequences clear to them and We must give them writing tasks that equipping them with paraphrasing and they can manage in terms of, breadth summarizing skills. and depth. c. The suitable scaffold for the given tasks: Wilfong (2015:xiii) said that a teacher d. A specified topic, genre, and should not “assign writing without purpose: previous work on the genre, have students write without exposing them We may negotiate the topic with our to readings from the genre, nor have learners, but to avoid frustration upon writing be an isolated, individual checking their outputs, we need to be activity in your classroom.” clear in the genre and purpose that we want our students to write about.  f. A reasonable set of deadlines: Just as we need to give then feasible scope, we also have to set realistic deadlines. We can set deadlines in e. A clear rubric of evaluation: stages to provide immediate feedback on their outputs and avoid severe A well-defined rubric guides the errors in content and organization.. learners in accomplishing their writing tasks. DESIGNING THE LESSONS FOR WRITING   Another part in the planning and implementation of the writing syllabus is the articulation of learning outcomes or learning objectives. These concepts are important in articulating learning outcomes or objectives for writing instructions because they do not only specify the context, the way of teaching it, and the way of monitoring and evaluating performance.  Designing the Lessons for Writing 1. Writing Instruction for Beginners Teaching L2 writing for beginners requires understanding the context of the learner. For instance, we need to know if they already have the skills sets like producing the linguistic codes, writing conventions, and writing mechanics. We may also consider if and when we teach spelling and handwriting. Aside from deciding on the learning objectives, content scope and sequence, we must also plan the teaching strategies and techniques ahead of time.  Pressley, Mohan, Fingeret, Reffitt &Raphael-Bogaert (2007) offer the following characteristics of an effective elementary literacy classroom. a. Engaging activities Beginners who have to learn letter recognition and letter discrimination can trace letters, write on the air, or use their body movements to describe a letter or spell a word. In teaching spelling, Schlagal (2007) asserted that spelling is not just a rote memory process. It is best taught along with vocabulary activities where the teacher carefully chooses words that are preferably context-based and clustered as to their difficulty levels.  The study of Pressley et al. (2007) revealed that effective writing classes involve motivating activities like posting learners' outputs on the wall, making students react on their classmates' outputs.  Tompkins (2008) described how a teacher encouraged young children to write by hanging images hinged on a theme like weather or familiar event. Students are encouraged to write something about the image by inserting in packets words that describe the image.  b. Developmental Instruction Experts (Tompkins, 2008; Pressely et al. 2007:Wilfong, 2015) have strongly recommended the use of process approach even at the earliest stage in the teaching of writing. They have proven that the draft- revise-final output is less effective compared to the plan-draft-revise-re-write process of writing.  c. Conducive Environment As teachers of writing, it is best to incite students to write by providing not only the motivation but also the scaffolds to write effectively. This could be done by providing plenty of varied reading materials of that could serve as their source or model for content and opportunities for authentic writing ,i.e. a greetings or dedication corner where students can write messages for each other. Balancing writing as a process and as a product, Tompkins (2008,22) has the following summarized strategies for teaching writing in the elementary years.  Motivated Writing Shared Writing Interactive Writing Guided Writing Independent Writing What is it? Teacher writes in front of Teacher and children Teacher and children Teacher presents a Children use the children, creating the text, create the text create the text and share structural lesson and writing process to write doing the writing, and together; then the the pen to do the writing. supervises as children stories, informational thinking-aloud about writing teacher does the actual Teacher and children talk write. Teacher also books, and other strategies and skills. writing. Children may about writing conventions. teaches a writing compositions. Teacher assist by spelling procedure, strategy or monitors children’s words. skill. progress. Who writes? Teacher Teacher Teacher and children Children Children How much The most: The teacher does The teacher and the The teacher and children The teacher provides The least: The children support? both the thinking and writing. children do the share the responsibility for the structure, but the do both the thinking thinking together but doing the thinking and the children do the and writing. the teacher does the writing. thinking and the writing. writing. What size Whole class Whole class Whole class Small groups Buddies groups? Small group Small group Small group Buddies Individuals Buddies Buddies Individuals Individuals Individuals A PICTURE IS WORTH A Which THOUSANDLanguage Demonstrating WORDSExperience Predictions Class collaborations Writing Centers activities? Approach Daily News Class ABC books Writing Workshop K-W-L Charts Innovations Formula Poems Writing in Journal Letters Letters  2. Writing lnstruction for Intermediate and Advanced Learners Writing is both a "social act" and a "developmental cognitive task," teachers can raise the students’ awareness of the different, writing tasks they have to hurdle in an academic setting.  Newell, Koukis, & Boster (2007) asserted the importance of writing as a tool of learning so that teachers have to engage the learners in the writing tasks commonly required in other disciplines. These include: c. Summarizing: a skill in a. Note-taking: a skill in “looking for patterns extracting and recording across a range of events relevant information from e. Journal writing: often a and ideas” and presenting different types of texts for means for self-expression the information most future use. and reflection. concisely. b. Reporting: an ability to d. Analyzing: an ability to f. Creative writing: recount and write the break down ideas, note "literary writing, such as events that transpired, for details, and determine short stories and poetry, instance, in a laboratory relationships and causality. that provides personal and experiment, field trip, or imaginative ways of group activity. exploring ideas and experiences."  Echoing this idea of contextual and meaningful writing tasks for the learners, Wilfong (2015) narrowed these tasks into three writing genres that a teacher can use as a guide in organizing writing lessons. These genres are narrative (recounts factual events or tells a fictional story), informative (involves factual information), and argumentative (appeals to reason or emotion). Whether the writing instruction is task or genre-based, we need to motivate our learners to write and help them write effectively. We could use the following instructional tips: a. Reading-Writing Connection Reading can help provide context and content for writing. We can encourage our learners to write effectively by providing model texts to read and emulate or reading materials that they can analyze, react or reflect on.  b. Strategy Instruction Strategy, as defined by Graham et al. (2007), refers to the “course of action for accomplishing a specific objective”. This requires one to have a clear purpose or goal, the procedural knowledge in accomplishing the task, and the “will to embark on the designated course of action and the effort to see it through.” Scaffolds, like model texts and writing templates, help a lot in teaching students strategies in writing.  Some scaffolds and templates that prove to be helpful in writing for learning include the RAFT or Role, Audience, Format, Topic model of Holston and Santa (1985 as cited in Jacobson, Johnson and Lapp, 2011  5-Paragraph Essay (Langan, 2008; Wilfong, 2015; Tompkins, 2008) CREW or Claim, Reason, Evidence, Warrant for argumentative writings (Wilfong, 2015).  c. Peer or Collaborative Writing Yagelski (2018) asserted that writing is a "social activity" because writers often have an audience in mind and other readers who respond to or assess their written outputs. As teachers, we can develop this awareness of the audience-readers among our students by engaging them in peer or collaborative writing activities.  d. Utilization of Technology Support Sandolo (2010, citing Karchmer-Kelin, 2007) claimed that “Internet writing practices support required curriculum standards, encourage students to think about the social implication of their work, help students learn the literacy skills necessary to be successful in the 21st century.” The editing features of word processors are beneficial for both students and teachers in monitoring linguistic accuracy. Social networks can be an opportunity for learners to have authentic readers and write interactively.  THANK YOU FOR LISTENING! CREDITS: This presentation template was created by Slidesgo, and includes icons by Flaticon, and infographics & images by Freepik  Scafolds in Teaching Writing Designing The Lesson for Writing PRESENTATION BY: NICOLE M. BIANAN  Templates and Suggested Strategies useful for an engaging writing classroom.  a. Teaching Writing Mechanics Tracing Letters, Words, and Sentences Letter Recognition  Tracing Letters, Words, and Sentences  Letter Recognition Circle the letters Underline the that differs from words that have the others. pet p. bet tip tub nnh dbd tin nip ppb fft bit put  Letter Recognition Match the capital letters with lower case. Bat pad Fat mad Pad bat Mad fat b. Teaching Planning in Writing b.1. Prewriting b.2. Other Planning Activities Strategies Freewriting RAFT Questioning W-W-W+ 2 WHAT+2 Clustering HOW Making a list CREW STOP & DARE The five-paragraph b.1. Prewiting Activities Freewriting is writing without restrictions, writing down everything that comes to mind or feeling about the topic Example: Writing is a challenging task, It forces you to think. of topics that you would have wanted to set aside. I don’t like to write. My mind drifts every time I start writing. Writing is a challenge because it requires you to have a concise vocabulary, a style that can connect you to your audience and a language facility to put into words the ideas you want to convey. What is my idea about this subject? I think, I should not write about writing at all. It's boring. Writing gives you a chance to polish your thoughts and review the details of your arguments. Unlike speaking, writing gives you the discretion to pursue or cancel the b.1. Prewiting Questioning Activities is similar to brainstorming and is one of the easiest way to generate ideas for writing because it is like talking to oneself or finding  Why did I choose this course? Did I choose this myself or did someone influence me to take this up? What benefits do' I get from taking up this course? b.1. Prewiting Activities Clustering, this means collecting or grouping together ideas related to the Example b.1. Prewiting Activities Making a list, this technique can help learners in chosing the topic and narrowing the focus by simply listing all Example Computers can help me in my research assignment Legitimate sites On-line journals for the scholarly written articles I can access them even in the middle of the night. Be careful with those plagiarized articles. Check the legitimacy of sites and sources. Easy storage of information b.2. Other Planning Strategies RAFT The RAFT 1 Model by Holston and Santa (1985 as cited in Jacobson, Johnson and Lapp, 2011) is a versatile model or template that helps students produce: an audience- centered and purpose-driven b.2. Other Planning Strategies RAFT R stands 1 for the student- writer's assumed Role, A refers to the target audience, F for the prescribed or suitable format/genre in writing and T for the topic Example Role Format Topic Audience b.2. Other Planning Strategies W-W-W+ 1 2WHAT+2HOW This planning strategy offered by Graham and Harris(2007) is useful for writing short stories. b.2. Other Planning W-W-W+ Strategies When does the story take place? 2WHAT+2HOW Who is the1 main character; who else is in the story? Where does the story take place? What does the main character want to do; what do other characters want to do? What happens when the main character tries to do it; what happens with the other characters? How does the story end? In helping the writing teachers, Graham and Harris offered the following template In helping the writing teachers, Graham and Harris offered the following template b.2. Other Planning CREW Strategies This, model is patterned after 1 Toulmin's model of argument which emphasized the articulation of a writer's claim or position. This was later expanded into Claim, Reason, Evidence, and Warrant by b.2. Other Planning Strategies CREW Useful in helping students write effective 1 arguments, a claim is the writer's position on the topic, usually a “debatable and defensible statement" (Wilfong, 2015). The reason is the general support to the claim, followed by the, details b.2. Other Planning Strategies STOP & DARE This planning model by De La Paz and Graham (as cited in Graham and Harris, 2007) is useful for persuasive and argumentative writing. 1 Suspend Judgement Develop a topic sentence /thesis statement Take a side Add supporting ideas Organize Ideas Reject arguments from the other side Plan more as you write End with a conclusion  Suspend Take a side Students need to take a clear Judgement Suspending Judgement stand on an issue so they can develops in the learner produce a unified and coherent reflective writing to avoid sweeping generalizations or argument. claims that have no clear This is one way of making their grounding. voice visible in their written output. Organize Plan more as you ideas Writing is awrite recursive process Carefully structured claims so that planning happens not supported by cohesive and only in the beginning but the coherent evidences result in entire writing activity. effective and persuasive arguments.  Develop a topic Add supporting sentence or a thesis Supporting ideas ideas strengthen Thestatement topic sentence of a the position a writer takes. paragraph or the thesis Learners need to understand statement of an essay is one that supporting ideas bring of the unifying elements of their propositions or claims to writing. It helps the writer life. stay focused in the topic. Reject arguments End with a from the other side conclusion Clear and emphatic closing or In taking a position on an issue, conclusion persuades the a writer should be aware of the readers to think and feel opposing arguments so that embrace the position of the they can rightfully refute these. writer. b.2. Other Planning Strategies The five paragraph essay1 This strategy is useful in teaching genre writing or writing for learning. b.2. Other Planning Strategies Cingquain Sometimes called a diamond 1 poem, a cinquain is a poetic genre created by Adelaide Crapsey. The didactic cinquain form's variation has become a creative strategy for writing poems with the following Variation 1. Example: Castle By William Swink “Castle Strong, beautiful Imposing, protecting, watching Symbolizes wealth and power Variation Examples 2. (from both anonymo "Star writers) Hot, radiant Shining, burning, exploding It gives life to everything. "Acrobats Sun“ Flexible, amusing Flipping, twirling, jumping They make me b.2. Other Planning Strategies List Poems This creative 1 writing activity asks learners to list down an inventory of persons, places, objects, or ideas. It incites students to write strong or funny descriptions of the things Example: What's in the box under my bed? eight marbles and a shoestring a shiny bubblegum ring two valuable baseball cards some chocolate candy bars a letter my friend wrote Suggested Prompt Pick an interesting topic and choose an attractive title for your audience. Create a thoughtful list that reveals something about your rifle. Revise the wording of your list items to make them 4. Writing Promp Designing The Lesson for Writing ts  A prompt is anything that moves the student to write. It can be an incomplete statement as a story starter like "I never thought I'd survive...... or questions like "What are the bebefitsof urban living?" or thought provoking triggers like images, qoutes, or songs. Wilfong (2015) offered two types of writing prompts, infinite which can be answered in multiple ways, and finite, which requires a direct or  Infinite Prompt What if the sky were purple? Describe a time when you felt truly alive. If you could travel to any point in history, where would you go and why? Finite Prompt What is the capital of France? Explain the process of photosynthesis. Summarize the main points of the article titled "The Impact of Climate Change on Coastal Communities." Lesson 3 ASSESSMENT IN TEACHING WRITING Prepared by: Angel Heart Noble  Assessment in teaching INTRODUCTION writing is a process that involves evaluating a students' writing abilities, skills, and understanding of writing principles.  ASSESSMENT - is the central in teaching - learning process because it provides evidence of learning and informs the teacher on the course content that needs reinforcement or re- teaching. According to Tompkins, (2008) with the complexity of writing and the diversity of writing outputs that students turn in, teachers often do not prioritize writing assessment. Checking the written outputs of the learner is not only tedious but also time- consuming. On the part of the students , they would get demotivated by the feedback or the red. Therefore, when we assess writing , we focus not only on the outputs but also on the writers.  ASSESSMENT IN THE CONTEXT OF TEACHING WRITING  Product vs. Process Product Process To look into writers Emphasizes the ability to produce developmental stages written output that are of writing, measuring audience and purpose- the ability to produce driven, credible, and a coherent and error- substantive. free text.  Formative vs. Summative Evaluation Summative evaluation gauges the Formative student's level of competence vis- à- vi's a mandated or expected evaluation standard. monitors student's Summative evaluation is often a challenge for teachers who handle progress and is heterogeneous classes with often informal and different backgrounds and abilities. qualitative.  Assessment vs. Assessment Testing Testing Is more favorable than Is associated with testing because it the traditional, like takes into account the the multiple choice context of the learners type of gauging the and fund ways of learners level of helping them forward. competence. PURPOSE OF WRITING ASSESSMENT  Reasons offered by Tompkins (2008:78) Reflect the student's growth as a writer Inform students and parents about student's achievement Guide writing instruction Substantiate the grade-level standard met by the learner Evaluate the effectiveness of the Calfee and Miller (2007: 284) reiterated the value of writing in their claim that writing " reveals thinking with unusual clarity." The results are portraits that students construct in demonstrating their understanding. How to assess Writing? Writing as a process is recursive, and as such, assessment is best done in every stage of the process. To instill the basic of plan- draft- revise- edit, teachers need to monitor their performance and give feedback before they give their graded Writing as a process is recursive, and as such, assessment is best done in every stage of the process. To instill the basic of plan- draft- revise- edit, teachers need to monitor their performance and give feedback before they give their graded  According to Clark (2010 - :59) Feedback is a monitoring dialogue that helps the learner's repeated attempts to be articulate, marking of pupils written works should be positive, encouraging and indicative of future steps.  According to Clark (2010 - :59) Feedback is a monitoring dialogue that helps the learner's repeated attempts to be articulate, marking of pupils written works should be positive, encouraging and indicative of future steps. Weigle (2015) classified the types of feedback that we can offer to our students writers. They are:  a. Written Comments -this is the most commonly used feedback mechanism where teachers write their corrections either on the texts using symbols for editing or indicate comments on the margins of student's paper.  a. Written Comments -this is the most commonly used feedback mechanism where teachers write their corrections either on the texts using symbols for editing or indicate comments on the margins of student's paper.  b. Individual Conference -this type of feedback is useful for process writing, where teachers have to assist students writers every stage of the writing process. c. Recorded Feedback - this is an alternative conferencing, especially if the class is big and individual conferencing would not be available. Tompkins (2008) other assessment strategies that may work in writing classroom. 1. Observation -can be used in monitoring the learner's writing habits, problems in executing the process, interaction with peers during g collaborative or peer writing activity. 2. Collection of writing sentences - can be done by the teacher or the students themselves. Posting writing exemplars on the wall is affirming for the learners. 3. Anecdotal records - note down the teacher’s comments on what they have observed or read from the students outputs as a audience of learning. 3. Anecdotal records - note down the teacher’s comments on what they have observed or read from the students outputs as a audience of learning. 4. Checklist - for the students and teachers to assess if the outputs have responded to the given prompts or defined objectives. THANK YOU How to ASSESS Writing? Writing as a process is recursive, and as such, assessment is best done in every stage of the process. To instill the basic of plan- draft- revise- edit, teachers need to monitor their performance and give feedback before they give their graded  According to Clark (2010 - :59) Feedback is a monitoring dialogue that helps the learner's repeated attempts to be articulate, marking of pupils written works should be positive, encouraging and indicative of future steps. Weigle (2015) classified the types of feedback that we can offer to our students writers. They are:  a. Written Comments -this is the most commonly used feedback mechanism where teachers write their corrections either on the texts using symbols for editing or indicate comments on the margins of student's paper.  b. Individual Conference -this type of feedback is useful for process writing, where teachers have to assist students writers every stage of the writing process. c. Recorded Feedback - this is an alternative conferencing, especially if the class is big and individual conferencing would not be available. Tompkins (2008) other assessment strategies that may work in writing classroom. 1. Observation -can be used in monitoring the learner's writing habits, problems in executing the process, interaction with peers during collaborative or peer writing activity. 2. Collection of writing sentences - can be done by the teacher or the students themselves. Posting writing exemplars on the wall is affirming for the learners. 3. Anecdotal records - note down the teacher’s comments on what they have observed or read from the students outputs as a audience of learning. THANK YOU PROOFREADING MARKS  Peer correction and feedbacking This strategy is not only time-efficient but promotive as well of the “self- regulation”. Zimmerman and Risemberg (1997:76) Self regulation refers to “self-initiated thoughts, feelings and actions that writers use to attain various literary goals, including improving their writing skills as well as enhancing the quality of the text they create.” Clark (2010:61) Peer correction is not intended for grading, but the students have to be oriented on what to assess in their classmate’s work. Taking the role of the target audience, they are supposed to look into “what they thought was good, what they did not fully understand, what could be improved and how.”  Utilize technology Word processors are already equipped with editing features that can be helpful in polishing the text in terms of grammar, structure and mechanics. When to Assess Writing Writing assessment is ideally paired with instruction, so teachers do not stack written outputs for wholesale checking. Timely feedbacking is meaningful not only for the teachers but, more importantly, for the learners. It allows them to reflect on the mistakes they can avoid, ask for clarification on the comments given or solicit suggestions for improvement.  How to Grade Written Outputs  Grading students’ output depends on the type of assessment is given. If it is testing the learners’ linguistic competence, then grades can be taken from the actual scores they get from the test.  However, if the assessment is intended to monitor students’ progress in learning the writing process or responding to a writing task, the teacher can use rubrics to evaluate the learners’ performance.  A rubric is an assessment tool that defines the criteria to be evaluated and the Rate given to each criterion. In designing rubrics, a teacher must also be clear on the criteria of assessments. Essential Criteria for evaluating Writing outputs  Idea refers to the substance or the student’s knowledge and command of the topic chosen. Voice means that even if the students may have researched some of the ideas used in writing, they still managed to surface their point of view or personality as a writer.  Sentence fluency is the writer’s competence in observing lexical and syntactical structures. Convention refers to the learners’ mastery of grammar, spelling, and mechanics. Presentation refers to the overall style of the writer. General Types of Rubric Holistic rubrics Trait rubrics  A holistic rubric, which assesses the output based on a single scale for all the identified criteria, is time-efficient in terms of preparation and easy to use for the rater. However, it does not give specific feedback for the learner on what area to improve. The following are examples of a holistic rubric.  Target Competency: Articulating thoughts through written communication final paper/project. Above Average Sufficient Developing Needs Improvement The audience can The audience is easily The audience can The audience cannot easily identify the focus able to identify the identify the central clearly identify the of the work and is focus of the student purpose of the student central ideas or engaged by its clear work, which is work without little purpose of the student focus and relevant supported by relevant difficulty, and work. Information is details. Information is ideas and supporting supporting ideas are presented in a presented logically and details. Information is present and clear. The disorganized fashion naturally. There are no presented in a logical information is causing the audience to more than two manner that is easily presented in an orderly have difficulty following mechanical errors or followed. There is fashion that can be the author’s ideas. misspelled words to minimal interruption to followed with little There are many distract the reader. the work due to difficulty. There are misspellings and/or misspellings and/or some misspellings mechanical errors that mechanical errors. and/or mechanical negatively affect the errors, but they do not audience’s ability to seriously distract from read the work. the work.  Example 2: Rubric in assessing a student research paper 1.Content of the Paper. The research deals with an important issue in the field of study, defines background and importance of research, and clearly states the objective and asks relevant questions.There is evidence of research rigor and understanding of ____/30 theories and key concepts drawn from relevant literature.The research utilizes the appropriate design for data collection and data analysis 2.Writing Style. The paper is well organized, free from grammar and spelling errors, and provides smooth transitions between sections. _____/30 3.Format. This refers to the margin, spacing, indention, correct referencing and compliance to the required parts of the paper _____/20 4.Reference and Citations. The paper cites credible and relevant sources which include books, journal articles, and other sources such as newspaper articles, ______20 magazine articles and websites.  Trait or analytic rubric comes in a matrix form with the criteria listed on the first column and levels of performance identified on the other columns. Each level of performance has a description and is assigned a point for the rater to choose. The strength of a trait rubric lies in the specificity of the feedback, thereby helpful for the learners in improving their works.  The weight given for each criterion reflects the importance of each aspect. The drawback of a trait rubric lies in the time a teacher spends in preparing it. The following rubric is an example of this type. RUBRIC IN EVALUATING THE RESEARCH OUTPUT OF THE STUDENTS 5 The item is excellently evident in the whole paper. 4 The item is evident but is not consistent in all the Chapters of the paper. 3 There is about 60% compliance of the item. 2 There is about 30% compliance of the items. 1 There is an attempt to comply with the item but is seriously flawed.