Week 9 Materials for Teaching Writing PDF

교과교재 연구 및 지도법 WEEK 9: Materials for teaching writing Guided Composition Exercises (1967) Frames for Written English (1966/1974) Guided Course in English Composition (1969) Guided Paragraph Writing (1972) From Paragraph to Essay (1975) Think and Link (1979) Communicate in Writing (1981) W...

교과교재 연구 및 지도법 WEEK 9: Materials for teaching writing Guided Composition Exercises (1967) Frames for Written English (1966/1974) Guided Course in English Composition (1969) Guided Paragraph Writing (1972) From Paragraph to Essay (1975) Think and Link (1979) Communicate in Writing (1981) Writing Skills (1983) Pen to Paper (1983) Freestyle (1986) Word for Word (1989) Outlines (1989) Process Writing (1991) Feedback (1994) Better Business Wiring: An Interactice Course (1996) Reasons to Write: Strategies for Successful Academic Writing (2001) Skills in English Writing (2004) Writing for the Real World (2005) Writing materials in ELT Grammatical Paragraph, Activity of patterns text structure writing Real-life strategies practices Traditional writing activities Controlled sentence construction Free composition The ‘homework’ function Trend in the traditional teaching of writing There is an emphasis on accuracy. The focus of attention is the finished product, whether a sentence or a whole composition. The T’s role is to be a judge of the finished work. Writing often has a consolidating function. Reasons for teaching writing Writing for learning As a practice tool to help Ss practise and work with language they have been studying Writing for writing Become better at writing Solowork Read the task rubrics. Are the tasks designed for ‘writing for learning’ or ‘writing for writing’? Write L or W in the boxes. Research on L2 Writing Composing Written products are the result of thinking, drafting, and revising procedures that require specialized skills. Ss exhibit different styles and preferences in their composing processes. Composing Writing pedagogy: How to generate ideas How to organize them coherently How to use discourse markers and rhetorical conventions to put them cohesively into a written text How to revise text for clearer meaning How to edit text for appropriate grammar How to produce a final product Product & Process Product approach Process approach Concerned with the final product of writing (Essay, report, Ss were seen as composers of story) language Meet standards of English Focus on content and message rhetorical style, Ss’ own individual intrinsic Reflect accurate grammar motives were put at the center of learning Structurally and cohesively well Engage Ss in meaningful writing organized Encourage stages of multiple Measured up against a list of drafts and revisions criteria (content, organization, Provide formative feedback vocabulary use, grammatical use, mechanical consideration) Current approach to the teaching of writing The product approach Concentrates on the language and organization of written texts The process approach Focuses on the writer and what he/she does to produce Writers may produce and edit a number of drafts before the final version Social practice Focuses on the reader and the ways in which the writer engages with an audience in a social context Three approaches associated with methods of teaching writing The product approach Analyzing the language and organization of model texts Reproducing part of a text but with variations to make it more personal The process approach Brainstorm ideas, draft texts, ask others to read and comment, edit for content and language The editing and drafting process is repeated Social practice Analyzing genres but also give Ss a sense of the expectations of readers in a particular context Levels of writing Handwriting, spelling, punctuation Sentence, grammar, word choice Paragraphs Overall organization Audience Now it is widely accepted that writing is a process of encoding carried out with a reader in mind. It is likely that many Ss still write primarily for their Ts or for an examiner, both acting in the role of evaluator. Discussion Would you say that your Ss do most of their writing for their T, or are there other plausible contexts that you have introduced into your classroom? What would you suggest if you extend the range of possible audiences of your Ss’ writing? Audience Ss can write: To other Ss For the whole class For new Ss To the T For themselves To other people in the school Organization outside the school If the school has access to a network of computers, many of the activities can be carried out electronically as well. Intercultural rhetoric Kaplan (1966) contrastive rhetoric “Each language and each culture has a paragraph order unique to itself, and … part of the learning of a particular language is the mastery of its logical system.” Discussion Look at Kaplan’s diagrams on contrastive rhetoric. Share how writing conventions differ among cultures that you are familiar with. Difference between L1 and L2 L2 writer do less planning, are less fluent (used fewer words), less accurate (made more errors), and less effective in stating goals and organizing material. Differences in using appropriate grammatical and rhetorical conventions and lexical variety were cited as significant factors. Pedagogical principles for L2 writing Consider L1 rhetorical conventions as an important factor in determining what and how you teach. Factor in the L1 sociocultural context of your Ss as you enable them to participate in one or more discourse communities. Focus on the ultimate purposes of your Ss in learning to write that have marked L1-L2 contrasts. As much as possible, embed writing instruction into content- based and genre-based approaches, which may have significant cultural ramifications. In assessing writing, Ss may need to be gently persuaded to adopt a process approach that differs markedly from their L1 cultural norms. Content-based & Genre-based writing pedagogy An excellent way to involve Ss in more real writing is through content-based instruction. Through thematically-selected readings, the teaching of L2 writing can address matters of discourse structuring and information flow. Genre-based writing offers an opportunity to focus on the discourse features of various writing genres (e-mail, memos, research papers, etc.). Genre of Written language Forms, applications Nonfiction: reports, editorials, essays, articles, Questionnaires reference Directions Fiction: novels, short stories, jokes, drama, Labels poetry Signs Letters: personal, business Recipes Electronic: e-mails, tweets, blog posts Bills (and other financial Greeting cards statements) Maps Diaries, journals Manuals Memos Menus Messages Schedules Announcements Advertisements: commercial, Newspaper “journalese” reports personal Invitations Academic writing: short answer test responses, Directories reports, papers, theses, books Comic strips, cartoons Principles for teaching writing skills Guidelines for helping Ss to write effectively Good writers: Carefully attend to the specific, assigned writing task Focus on a goal or main idea Perceptively gauge their audience Spend some time planning to write Easily let their first ideas flow onto the paper Follow a general organizational plan as they write Solicit and utilize feedback on their writing Are not wedded to certain surface structures Revise their work willingly and efficiently Patiently make as many revisions as needed Balance Process and Product Writing is a composing process and usually requires multiple drafts before an effective product is created. Make sure that Ss are carefully lead through appropriate stages in the process of composing. Careful attention to T’s own role as a guide and as a responder Account for cultural/literary backgrounds If there are some apparent contrasts between Ss’ native traditions and L2, try to help Ss to understand what it is. Teach that they are accustomed to and then bring them to the use of acceptable English rhetoric. Connect reading and writing Ss learn to write by carefully observing what is already written. They learn by observing or reading the written word. Ss can gain important insights both about how they should write and about subject matter that may become the topic of their writing. Provide as much authentic writing as possible Whether writing is real writing or for display, it can still be authentic in that the purposes for writing are clear to the Ss, the audience is specified overly, and there is at least some intent to convey meaning. Sharing writing with other Ss is one way to add authenticity. Publishing a class newsletter, writing letters to people outside of class, writing a script for a skit, and writing advertisement phases techniques 1. Prewriting: Activities provide Readings, videos, discussion, whole-class, background information, stimulate interest group/pairwork, brainstorming 2. First draft: Ss sketch out ideas without Freewriting, little or no emphasis on form, much planning focus on content 3. Commenting: Peer or T read first draft Peer reviews, T conferences, feedback on and comments content 4. Second draft: Ss look at whole essay, Ss reorganize, restructure, add details, use feedback, rethink, revise clarify 5. Third draft: Ss edits, attends to writing Checklists, grammar logs, proofreading conventions, rhetoric, grammar, vocabulary practice, dictionary checks 6. Postwriting: Ss share finished products Discussion, pair/groupwork following up on topics covered, share products online, enter product into portfolio 7. Evaluation: Self, peer, and T assessment Using rubrics, T-S conferences, self- of the final product assessment Strive to offer techniques that are as interactive as possible A process approach to writing instruction is interactive as well as learner-centered. Group collaboration, brainstorming, and critiquing Be a facilitator in responding to Ss’ writing Error treatment can begin in the drafting and revising stages. Allow Ss to notice their errors and then to self-correct. After the final work is turned in, T may have to the position of judge and evaluator. Guidelines for responding to a first draft Resist the temptation to treat minor grammatical errors. Major errors may be indicated either directly or indirectly. Resist the temptation to rewrite a student’s sentences. Comment holistically, in terms of the clarity of the overall thesis, main idea, and the general structural organization. Comment on features that appear to be irrelevant. Question clearly inadequate word choices and awkward expression within those paragraphs/sentences that are relevant to the topic. Guidelines for commenting on second and third drafts Minor grammatical and mechanical errors should be indicated, but not corrected by T. Comment on the specific clarity and strength of main ideas, supporting ideas, and on argument and logic. Comment on word choices and expressions that may not be as clear or direct as they could be. Check cohesive devices within and across paragraphs. For academic papers, comment on documentation, citing sources, evidence and other support. Comment on the adequacy and strength of the conclusion. Explain rhetorical, formal conventions of writing Don’t assume that Ss will pick these up by absorption. Make them explicit. Academic writing conventions to teach Provide a clear statement of the thesis or topic or purpose. Use main ideas to develop or clarify the thesis. Use supporting idea Support by telling: describing Support by showing: giving evidence, facts, statistics, etc. Support by linking cause and effect Support by using comparison and/or contrast Groupwork Select a reading text from a coursebook. Design a writing activity. Questions?