WRITING INSTRUCTION

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WRITING INSTRUCTION

• Instructor Professor Mavis Shang
• Presenter
• Dennis Chang-9610001M Rich Cheng 9610003M

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• FUNCTIONAL TASKS FOR
• MASTERING THE MECHANICS OF WRITING AND
• GOING JUST BEYOND

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• INTRODUCTION
• Opening
• Grice (1975)
• Brief Introduction to This Chapter

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - Definition of Mechanics

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - The English Consonants
• The sounds of consonant letters
  should depend on the environment in
• which they occur.

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - The English Consonants
• Ex c? /k/ /s/
• c a, o, u, l, r ? /k/ cat, coach,
  cup, clock, crab
• c e, i ? /s/ cell, city
• c h ? /7/ chair
• c k ? /k/ (in the middle or at the end of
  words) chicken, luck

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - The English Consonants
• The consonant letter of h is very
  powerful in changing the sound when
• its environment is varied.
• Ex ch ? /7/ chair
• sh ? /S/ shirt
• th ? /8/ theater

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - The English Consonants
• 1) When we teach consonants letters and
  sound correspondences, we
• just need to focus on the
  difference.
• 2) Students from different writing
  systems need countries need special
• writing exercises, such as,
  Japan, Korea, Thailand and so forth.
• (see Appendix A)

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - The English Vowels
• 1) The vowel letters in English are
  more complex sound-spelling
• correspondences but they still
  haves consistency and predictability.
• 2) Basic Types of English Vowels
• a) Consonant Vowel Consonant-CVC
  (known as the environment for short
• vowels)
• b) CV or CVCe (known as the
  environment for long vowels)

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - The English Vowels
• 1) The environment CVC in all 5 vowel
  letters a, e, i, o ,u occurs as
• simple lax (produce with relaxed
  muscle) and nondiphthongized, such
• as, pan, pen, pin, pot and but.
  
• 2) However, the same 5 vowels in the
  CVCe environment occur with
• tense and diphthongized, such as,
  pane, Pete, pine, rope, and cute.

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - Monosyllabic Words
• If learners know the rule that when we
  need to add the inflection
• (e.g. -ing) to the final syllable
  stressed verbs, it needs letters doubling.
• Ex sit ? sitting

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• What Do We Teach?
• - Polysyllabic Words
• 1) They also can apply the same rule to
  any polysyllabic verb.
• Ex begin? beginning
• 2) However, if the final syllable is
  not stressed, it doesnt need letters
• doubling.
• Ex open ? opening

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• How Do We Teach Mechanics?
• - Aims to Teach Reading and Writing
  Mechanics
• 1) to enhance letter recognition-especiall
  y when learners are from a
• different writing system, such as,
  Korean, Japanese or Chinese
• 2) to practice sound-spelling
  correspondences via all four language skills
• 3) to help learners move from letters
  and words to meaningful sentences

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• How Do We Teach Mechanics?
• - Types of Recognition Tasks
• 1) Matching task
• 2) Writing task
• 3) Meaningful sound-spelling
  correspondence practice

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• How Do We Teach Mechanics?
• - Types of Recognition Tasks
• 1) Matching task
• It helps learners develop effective
  recognition habits based on distinctive
• graphic features. (Appendix A)

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond
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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• How Do We Teach Mechanics?
• - Types of Recognition Tasks
• 2) Writing task
• It starts with basic letter
  formation and leads to meaningful writing of
  words
• and sentences. (Appendix B)

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• How Do We Teach Mechanics?
• - Types of Recognition Tasks
• 3) Meaningful sound-spelling
  correspondence practice
• It requires learners to focus on
  the pronunciation as well as the written shape
• of the spelling patterns.
  (Appendix C)

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• More Advanced Writing Tasks Developing Basic
  Communication Tools
• - Considerations of Teaching Advanced
  Learners
• 1) Task description 2)
  Content description
• 3) Audience description 4)
  Format cues
• 5) Linguistic cues
  6) Spelling and punctuation cues

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Practical Writing Tasks
• - These tasks are procedural in nature and
  have a predictable
• format (e.g. list).
• - Lists can be many types.
• Ex Things to do list, Things completed and
  Shopping list

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Practical Writing Tasks
• - Things to Do List
• It is useful to practice verb base
  forms.

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Practical Writing Tasks
• - Things to Do List
• Ex a list for a group of students who are
  preparing a surprise birthday party
• Things to do
• 1. buy a present for Donna (Sharon) 2. Call
  Donnas friends (Gail)
• 3. Write invitations (Dan)
  etc

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Practical Writing Tasks
• - Things Completed List
• It is useful to practice past forms of
  verbs for students.
• 1) -ed
• 2) the deletion of a final e before
  adding -ed live ? lived
• 3) double letter -ed when the end
  of the word is stressed can ? canned
• 4) replacement of y with i when the
  base ends is C (consonant) y try ? tried

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Practical Writing Tasks
• - Things Completed List
• It is useful to practice past forms of
  verbs for students.
• Ex
• Things completed
• 1. planned the games for the party
  2. wrote the invitation
• 3. bought the present
  4. called the friends
• 5. tried to call Donnas mother
  etc

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Practical Writing Tasks
• - Shopping List
• It is a good way to practice the
  spelling of the plural ending of countable
• nouns and the use of quantifiers.
• 1) /s/ when the end of the word is
  voiceless, we pronounce /s/ cups
• 2) /z/ when the end of the word is
  voiced, we read /z/ pencils
• 3) /Ez/ when the ends of the word
  are s, sh, ch, x, o, we pronounce /Ez/ watches

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Emotive Writing Tasks
• Emotive writing task is a personal
  writing activity which includes letters to
  friends, narratives describing personal
  experiences, personal journals or diaries.
• 1) Letter Writing
• 2) Personal Experience
• 3) Journals and Diaries

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• School-Oriented Tasks
• It is one of the most important functions
  of writing that students are
• required to write assignments, summaries,
  essays and so on.

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• EARLY WRITING TASKS
• COPING WITH THE MECHANICS
• Dialogue Journal Writing at the Early Stages
• - It enables students and teachers to
  interact on a one-to-one basis
• and also is a very useful communicative
  event at the early stages
• of learning to write in a new language.
• - Peyton and Reed (1990)

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Functional Tasks for Mastering the Mechanics of
Writing and Going Just Beyond

• CONCLUSION
• Objective of This Part
• Advantages of Writing

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• Considerations for Teaching an ESL / EFL Writing
  Course

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Steps for Teaching Composition

• Called Product Approach
• Principles of rhetoric and organization
• ? rules for writing
• A text for classroom discussion, analysis
• Writing assignment
• Read, comment on, and criticize papers

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Process Approach

• vs. Product Approach
• Focus on general academic writing, personal
  writing (content course)
• A cyclical approach
• 1.) drafting
• 2.) receiving feedback ( from peer or teacher)

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The Writing Curriculum

• Placement Considerations
• Establishing Curriculum Principles

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Placement considerations

• To sort students into levels of writing
  proficiency (homogeneous)
• Prerequisite for curriculum planning
• (materials and methodologies)
• Placement test
• 1.) produce one or more writing samples
• 2.) TOEFL Test for Written English /
• 100-point ESL English Composition
  Profile
• 3.) multiple-choice grammar tests ()

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Establishing Curriculum Principles

• Based on skill levels
• For beginning or intermediate-level
• 1.) the imitation of models
• 2.) short texts
• 3.) self-expression
• For intermediate and advanced
• 1.) creation of self-generated texts

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ESL / EFL Writing Class

• As a workshop to learn to produce academic essays
  through mastering techniques for
• getting started ? generating ideas ? drafting
  papers ? anticipating revising ? utilizing
  feedback

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The Writing Class

• Syllabus Design
• Techniques for Getting Started
• Using Readings in the Writing Class
• Writing Assignments
• Responding
• Goal-Setting
• Shaping Feedback
• Forms of Feedback
• Error Correction

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Syllabus Design

• Take into account curricular goals and the
  particular students
• 1.) How much writing
• 2.) What the timelines
• 3.) What composing process
• 4.) What grammar and syntax
• 5.) What constitute progress
• 6.) How much readings
• 7.) How to grade

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Techniques for Getting Started

• Brainstorming
• ? sharing their collective knowledge for their
  first
• drafts
• Listing
• ? individual activity / produce as lengthy a list
  as possible
• Clustering
• ? a key word or central idea
• Freewriting (speed writing)
• ? write without taking the pen from the page /
• provide an opening clause or sentence

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Using Readings in the Writing Class

• Models of what English texts look like
• Input that helps students develop awareness of
  English prose style
• Attention to particular stylistic choices,
  grammar features
• Develop and refine genre awareness
• Practice skills as summarizing, paraphrasing,
  interpreting, and synthesizing

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Writing Assignments

• Refered to as a Life Cycle
• 1.) Let students know the context and reasons
• 2.) Content be accessible and allow for multiple
  approaches
• 3.) Be un-ambiguous and comprehensible
• 4.) Further knowledge of content and skills
• 5.) Rhetorical cues for format of finished
  assignments
• 6.) Let students know how their output will be
  judged

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Responding

• What general goals
• What specific goals on a particular piece of
  writing
• What stage
• What form
• Who should provide
• What students do

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Goal-Setting

• Teacher
• 1.) implementing a variety of response types
• 2.) training students to maximize feedback
• on future writing occasions
• Student
• 1.) make the best use of commentary

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Shaping Feedback

• First draft
• ? marginal and end comments
• Second draft
• ? further examined the second draft papers
• Students should process and work with a teachers
  comments

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Forms of Feedback

• Embrace the value of Collaborative Learning
• Oral Teacher Feedback
• 1.) uncover potential misunderstanding
• 2.) learn more in the one-to-one exchange
• 3.)submit a cassette tape with each draft
• Peer Response
• 1.) gain a sense of audience
• 2.) put students together in groups
• 3.) must be modeled, taught, and controlled

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Way to Guide Peer Response

• Provide a short list of directed questions
• Particular rhetorical feature discussed in class
• Trained by reviewing an essay written by a
  students in a previous class
• More complex and varied questions
• ex What is the main purpose of this paper?
• What have you found particularly effect
  in
• the paper

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Maximize the Value of the Feedback

• Provide practice in the valuable skill of text
  analysis
• Written responses as the basis for oral
  discussion between reader and writer
• Focus not only grammar but training and
  instruction
• Different cultures and participants

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Error Correction

• Grammar and editing feedback as well as
  instruction
• Writing course is not a grammar course
• Work on eliminate grammar and stylistic
  infelicities
• Decide WHEN, WHO, WHICH, and HOW to correct

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How to Call Students attention to errors

• Point out specific errors by using a mark
• Correct by writing in the corrected form
• Label specific errors
• Indicate the presence of error but not the
  precise location
• Ignore specific errors

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• GRAMMAR IN WRITING

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Grammar in Writing

• INTRODUCTION
• Barbara Hawkins
• Doughty and Williams (1998)
• Hillocks (1986)
• Krashen (1982)
• Jan Frodesen (2001)
• the Importance of Grammar Instruction

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Grammar in Writing

• GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN
  WRITING INSTUCTION
• Learner Variables
• - Celce-Murcia (1985)
• - Ferris and Hedgcock (1998)
• - Reid (1998)
• - Native Speakers versus EFL Students

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Grammar in Writing

• GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN
  WRITING INSTUCTION
• Learner Variables
• - Native Speakers versus EFL Students
• Ex 1) unable to explain Gr. rules ?? able to
  explain Gr. rules
• 2) acquire English by ear ?? learn
  English in classroom
• 3) unfamiliar with Gr. terminologies ??
  familiar with Gr. terminologies

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Grammar in Writing

• GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN
  WRITING INSTUCTION
• Learner Variables
• - Celce-Murcia (1985)
• - Ferris and Hedgcock (1998)
• - Reid (1998)
• - Native Speakers versus EFL Students
• - Error Avoidance

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Grammar in Writing

• GENERAL GUIDELINES FOR INTEGRATING GRAMMAR IN
  WRITING INSTUCTION
• Situational Variables
• - Celce-Murcia (1985)
• - Little (1994)
• - Gr. in different objectives of classes
• - Gr. in different kinds of writing

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Analysis
• - learn how to use different kinds of
  grammatical features and
• grammatical systems
• Advantages
• 1) help learners get familiar with
  prescriptive grammar rules
• 2) help learners realize implicit
  knowledge of grammar

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Analysis
• - Considerations for Selecting Grammar
  Points and Materials for
• Text Analysis
• 1) depends on course objective to
  select materials
• 2) learn to write from reading - Holten
  (1997)
• 3) supplementary texts

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Analysis
• - Considerations for Selecting Grammar
  Points and Materials for
• Text Analysis
• Six considerations for selecting texts
  and grammatical points for analysis
• 1) be appropriate for students
  developmental stages
• 2) reflect students writing needs
  for the course
• 3) be sources of text analysis on
  assigned course readings
• 4) be generally kept brief on the
  lessons
• 5) enhance the texts by underlining
  or bolding certain elements
• 6) follow text analysis on
  productive tasks

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Sample Text Analysis Lessons
• - That and zero-that clauses
• - Tense and Time Frame Shifts
• - Demonstrative Reference

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Sample Text Analysis Lessons
• - That and zero-that clauses
• to help learners identify clauses in
  which that can be deleted optionally
• before a complement clause
• Ex 1) Margaret thinks shes smarter than we are
  just because shes smarter than we are.
• 2) I know Im no longer young and pretty
• 3) But I guarantee it wont happen again.
• 4) It makes me feel good to know I might
  help save someone.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Sample Text Analysis Lessons
• - Tense and Time Frame Shifts
• EFL writers are often confused about
  the verb tense shifts therefore, the
• writing teachers should review the
  reasons why we need to shift verb
• tenses and time frames.
• Ex Tense from present to present perfect
• Time Frames from present to past

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Sample Text Analysis Lessons
• - Demonstrative Reference
• The teachers give a text that has examples
  of both this used in pronoun
• reference and this used in noun
  reference.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Guided Writing Activities
• - Guided writings focus students
  attention on language features that
• are difficult to them.
• - They encourage learners to expand their
  linguistic resources
• through eliciting exercises of
  grammatical structures.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Learners have to rewrite passage or
  short texts.
• Ex 1) present time frame ? past time frame
• 2) direct speech ? indirect speech
• - Celce-Murcia and Hilles (1998)

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Revision and Editing Focused Exercises
• - Sentence Combining
• - Guided Paraphrase
• - Text Elicitation
• - Dictation
• - Text Completion

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Revision and Editing Focused Exercises
• The purpose of the exercise is to
  address learners grammar problems
• with the focus of the particular
  grammatical structure.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Revision and Editing Focused Exercises
• Ex We tested velocity by placing a green trace
  dye on the surface of the lot, at a
• measured point. After each run we
  estimated the vegetation cover using a five-point
• pin frame. We placed the pin frame in 20
  places on the plot, moving downward.
• Rewritten into Passive Voice
• Velocity was tested by placing a green
  trace dye on the surface of the plot, at a
• measured point. After each run, the
  vegetation cover was estimated using a five-point
• pin frame. The pin frame was placed on the
  plot, moving downward.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Sentence Combining
• 1) Mellon (1969)
• 2) This technique was to develop
  syntactic fluency which involved the
• kernel sentence combining.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Sentence Combining
• Ex The man was old.
• The man had gray hair.
• The man walked down the street.
• The man walked slowly.
• Combined Sentence
• The old, gray-haired man walked slowly
  down the street.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Sentence Combining
• 1) Mellon (1969)
• 2) This technique was to develop
  syntactic fluency which involved the
• kernel sentence combining.
• 3) De Beaugrande (1985)
• 4) Draft revision is one of the most
  useful applications of sentence
• combining for advanced ESL
  learners which can achieve a better flow
• of information through clearer
  connections between ideas.

74
Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Sentence Combining
• Ex
• Written by Developing Writer
• Oliver Sack is a neurologist. He wrote the
  article Brilliant Light A Chemical
• Boyhood. In this article, he describes how
  his Uncle Tungsten influenced his love
• of science.
• Written by Experienced Writer
• In Brilliant Light A Chemical Boyhood,
  neurologist Oliver Sacks describes how his
• Uncle Tungsten influenced his love of
  science.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Guided Paraphrase
• The developing of paraphrasing is one
  of the most important skills in
• academic writing which can support
  students claims and develop their
• ideas.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Guided Paraphrase
• Ex 1) Original People trying to interpret a
  situation often look at those around them to
• see how to react. (base
  reactions on )
• Rewrite People trying to interpret a
  situation often base their reactions on those
• around them.
• 2) Original Even if a person defines an
  event as an emergency.....(decides)
• Rewrite Even if a person decides that
  an event is an emergency......

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Text Elicitation
• The writing teacher can give a topic or
  writing objective and a
• grammatical structure or structure
  for students practice.

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Text Elicitation
• Ex Text
• In many U.S. towns, the opening of large
  retail chain stores known as superstores has
• made it difficult for the local small
  business to keep customers.
• However, some of these local businesses
  are now successfully using the Web to
• increase sales and improve customer
  service.
• Conditional Sentences
• If customers shop at chain superstores
  instead of their local businesses, the local
  stores may
• have to close.
• Unless small businesses find new ways to
  attract customers, such as advertising on the
  Web,
• they may no be able to compete with
  superstores.

79
Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Text Elicitation
• 1) In this exercise, surveys, graphs and
  research articles related to the
• writing topic are good sources
  for eliciting summaries.
• 2) It can help students diagnose
  their structural problems, develop
• syntactic complexity and provide
  strategies for organizing and
• displaying information.

80
Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Dictation
• 1) Dictation is a good way to help
  students understand the collocations
• between grammar and vocabulary.
• 2) three procedures in dictation

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Text Completion
• three types of text completion
• 1) Cloze passage
• 2) Gapped text
• 3) the third type

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Text Completion
• Ex Cloze
• __1__ pollution may be defined as __2__
  deterioration of __3__ everyday lifes natural
  resources. __4__ pollution is __5__ global
  problem that has affected __6__ quality of __7__
  water we drink, __8__ air we breathe and __9__
  land we use. __10__ scientific solutions to
  overcome __11__ problem have increased __12__
  destruction.

83
Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Text Completion
• Ex Gapped Text
• passive, progressive aspect, present
  perfect, comparatives, superlatives, phrasal
  verbs

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Grammar in Writing

• ACTIVITIES FOR INCORPORATING GRAMMAR
• INTO WRITING INSTRUCTION
• Text Conversion
• - Text Completion
• Ex Third Type
• Climatologists have predicted that the
  continual warming of the earths surface,
  commonly known as the greenhouse effect, could
  have dramatic consequences.
• 1. (a) The melting of the polar ice caps could be
  one result.
• (b) One result could be the melting of the
  polar ice caps.
• 2. (a) This melting would, in turn, cause a rise
  of the sea level.
• (b) A rise of the sea level would, in turn,
  be caused by this melting.

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Grammar in Writing

• ERROR DIAGNOSIS AND CORRECTION
• Error Detection and Correction Exercises
  
• - The First Type
• The students are told how many errors
  there are with different types of
• errors.
• Ex The text below has the following errors 1
  preposition, 1 verb tense, 1 subject-verb
  agreement,
• 1 missing article.
• This paper report on survey about values.
  Our English class take the survey last week in
  UCLA.

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Grammar in Writing

• ERROR DIAGNOSIS AND CORRECTION
• Error Detection and Correction Exercises
  
• - The Second Type
• Students are given a text with
  numbered lines and they are told all of the
• line numbers have a certain type of
  error.
• Ex Identify and correct all of the verb form
  errors in the following text. Use the guide below
  to find the errors.
• 1. The Olympics were hold in Sydney,
  Australia
• 2. in 2000. Athletes from all over the
  world partici-
• 3. pated. The Olympics have inspire many
  young
• 4. people to excel in athletics.

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Grammar in Writing

• ERROR DIAGNOSIS AND CORRECTION
• Error Detection and Correction Exercises
  
• - The Third Type
• It is using sentences that students
  wrote as the material to focus on one
• error type.

88
Grammar in Writing

• ERROR DIAGNOSIS AND CORRECTION
• Editing Strategies and Techniques
• - four kinds of techniques
• 1) Read-Aloud Technique
• 2) Pointing to Words
• 3) Slow-Down Techniques
• 4) Word Processing Grammar Checkers

89
Grammar in Writing

• ERROR DIAGNOSIS AND CORRECTION
• Teacher Feedback on Errors
• - four guidelines and suggestions for
  providing feedbacks
• 1) underlining or highlighting errors
• 2) major errors
• 3) frequent errors
• 4) mini-conference

90
Grammar in Writing

• CONCLUSTION
• An Overview of This Chapter

91

• WRITING

92
Writing Convention

• Handwriting
• ? different orthography
• Spelling
• 1.) Difficult the sound of a word and the
• way it is spelt
• EX paw, poor, pore, pour, daughter
• EX or, word, information, worry
• 2.) Not all varieties of English spell the
  same
• words in the same way
• EX color / colour, theater / theatre
• 3.) Layout and punctuation

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Help Students Improve Spelling

• Attention to the common spelling of the phonemes
• Look at different ways of pronouncing the same
  letters
• Exercises to discover spelling rules
• Through reading, especially extensively
• Attention to spelling problems and explain

94
Approaches to Student Writing

• Deciding whether we focus process or product
• Whether students study different writing genres
• Whether we encourage creative writing
• How the computer can be

95
Process and Product

• Pre-writing ? Editing ? Redrafting ? Publishing
• Process Writing
• 1.) drafting
• 2.) structuring
• 3.) reviewing
• 4.) focusing
• 5.) generating ideas and evaluation

96
Writing and Genre

• Let them look at typical models
• Consider different factors
• 1.) knowledge of the topic
• 2.) the conventions and style of the genre
• 3.) the context in which their writing will be
  
• read, and by whom

97
Creating Writing

• Imaginative tasks such as writing poetry,
  stories, and plays
• 1.) some kind of achievement
• 2.) feel pride and want it to be read
• Appropriate reader audience
• 1.) put writings up on a class noticeboard
• 2.) copy it in class magazines
• 3.) set up a web sites

98
Writing as a Cooperative Activity

• Give more detailed and constructive feedback
• Be broader than an individual's normally was
• Work well with both process and genre-based
  approaches
• 1.) reviewing and evaluation are enhanced
• 2.) the generation of ideas is more lively
• 3.) create genre-specific texts successfully

99
Using the Computer

• Removes the problem of poor handwriting
• Allow the computer user to edit his or her
  material at great speed
• Ease the task of achieving correct spelling
• Working in groups, more visible to students
• Enhancing the participation
• Get students to write e-mails

100
The Role of the Teacher

• Motivator
• Resource
• Feedback provider

101
Writing Applications

• Activity 1 Pauls business trip
• Practice basic punctuation such as capital
  letters, comma, apostrophes and full stops
• Pre-writing
• During-writing
• Post-writing

102

• Activity 2 The genre analyser
• Write reviews of plays, concerts, or films
• Pre-writing
• During-writing
• Post-writing

103

• Activity 3 A poem
• Memorize one sentence of a poem and dictate it to
  each other
• Pre-writing
• During-writing
• Post-writing

104

• Activity 4Julias story
• Write the next sentence in Julias story which
  has just passed to them
• Pre-writing
• During-writing
• Post-writing

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• Thank you for your attention!!