Danilo T. Dayag, Ph.D. Department of English and Applied Linguistics De La Salle University-Manila E-mail: danilo.dayag@dlsu.edu.ph - PowerPoint PPT Presentation

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Danilo T. Dayag, Ph.D. Department of English and Applied Linguistics De La Salle University-Manila E-mail: danilo.dayag@dlsu.edu.ph

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WORKSHOP ON TEACHING WRITING Danilo T. Dayag, Ph.D. Department of English and Applied Linguistics De La Salle University-Manila E-mail: danilo.dayag_at_dlsu.edu.ph – PowerPoint PPT presentation

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Title: Danilo T. Dayag, Ph.D. Department of English and Applied Linguistics De La Salle University-Manila E-mail: danilo.dayag@dlsu.edu.ph


1
WORKSHOP ONTEACHING WRITING
  • Danilo T. Dayag, Ph.D.Department of English and
    Applied LinguisticsDe La Salle
    University-ManilaE-mail danilo.dayag_at_dlsu.edu.ph

2
Objectives
  • At the end of the lecture-workshop, participants
    should be able to
  • 1. Explain the nature of writing based on
    findings of empirical research
  • 2. Describe the process of writing, keeping in
    mind that the process is recursive and cyclical
  • 3. Survey different strategies which reflect the
    recursive nature of writing and
  • 4. Discuss issues and concerns in putting up a
    viable writing program.

3
Task 1
  • In at least one paragraph, complete the
    following
  • Getting a college degree is important because
    _____________________________. __________
  • ____________. ___________________________
  • ____________________. ___________________
  • ________________. ______________. ________
    ________________________________________.

4
Task 2
  • In groups of five (maximum), reflect on your
    writing activity by responding to the following
    questions and by justifying your answers
  • Before you started writing, did you have a clear
    plan of what to say on paper?
  • When you were writing, was it clear to you how
    you would say what you wanted to say?

5
Task 2 (continuation)
  • 3. When you were writing, were you concerned
    about correct grammar and mechanics (punctuation,
    spelling, etc.)? Or, were you more concerned
    about what you were going to say than about
    correctness of grammar, spelling, etc.?
  • 4. Did you have a target audience in mind when
    you were writing?
  • 5. When you were writing, were you also thinking?

6
The Nature of Writing Pedagogy
  • Teaching Writing as Product
  • Until the 1970s, most writing pedagogy
    emphasized learning and assessing a sequence of
    essential skills forming letters, building
    vocabulary, identifying parts of speech,
    diagramming sentences, mastering grammar and
    punctuation, and following paragraph types and
    genres of writing according to prescribed
    conventions. This approach was largely
    product-centered and print-based that is, it
    focused on the finished exemplar of student work
    with little or no attention to the purpose or
    process of producing it. (National Writing
    Project Nagin, 2003, pp. 19-20)

7
The Nature of Writing Pedagogy
  • Teaching Writing as Product
  • The emphasis on correctness as the most
    significant measure of accomplished prose was
    rooted in a nineteenth-century model of language
    development and a pedagogy of memorization and
    skill drills. It also assumed that reading should
    be taught before writing and that instruction in
    the latter should focus on extrinsic (linguistic
    and stylistic) conventions of writing and
    eradication of errors. (National Writing Project
    Nagin, 2003, p. 20)

8
The Nature of Writing Pedagogy
  • Teaching Writing as Process
  • Research has shown that writing is recursive,
    that it does not proceed linearly but instead
    cycles and recycles through subprocesses that can
    be described this way
  • 1. Planning (generating ideas, setting goals, and
    organizing)
  • 2. Translating (turning plans into written
    language)
  • 3. Reviewing (evaluating, revising, editing)
  • (NWP Nagin, 2003, p. 25, emphasis
    supplied)

9
The Nature of Writing Pedagogy
  • Teaching Writing as Process
  • Even for an experienced writer, the cycling
    occurs in no fixed order. Writers may create and
    change their goals as they move through these
    phases, depending on their topic, rhetorical
    purpose, and audience. (NWP Nagin, 2003, p. 25)

10
A Flowchart of the Writing Process(Hyland, 2008,
p. 100)
11
A Flowchart of the Writing Process(Hyland, 2008,
p. 101)
  • Writers have goals and plan extensively.
  • Writing is constantly revised, often even before
    any text has been produced.
  • Planning, drafting, revising, and editing are
    recursive and potentially simultaneous.
  • Plans and text are constantly evaluated by the
    writer in a feedback loop.

12
The Nature of Writing Pedagogy
  • Teaching Writing as Process
  • The writing process is anything a writer does
    from the time the idea came until the piece is
    completed or abandoned. There is no particular
    order. So its not effective to teach writing
    process in a lock-step, rigid manner. What a
    good writing teacher does is help students see
    where writing comes from in a chance remark or
    an article that really burns you up. (Donald
    Graves in NWP Nagin, 2003, p. 23)

13
The Nature of Writing Pedagogy
  • Teaching Writing as Process
  • Subsequent research found that writing could
    develop higher-order thinking skills analyzing,
    synthesizing, evaluating, and interpreting. The
    very difficulty of writing is its virtue it
    requires that students move beyond rote learning
    and simply reproducing information, facts, dates,
    and formulae. Students must also learn how to
    question their own assumptions and reflect
    critically on an alternative or an opposing
    viewpoint.
  • (NWP Nagin, 2003, p. 23)

14
The Nature of Writing Pedagogy
  • Teaching Writing as Process
  • It emphasizes that
  • the activities involved in the act of writing
    are typically recursive rather than linear
  • writing is first and foremost a social activity
    and
  • the act of writing can be a means of learning
  • and discovery.
  • (Vandenberg, Hum, Clary-Lemon, n.d., p. 2)

15
The Nature of Writing Pedagogy
  • Teaching Writing as Process
  • From an instructional standpoint, argues George
    Hillocks, Jr., writing should be a form of
    inquiry. (NWP Nagin, 2003, p. 23, emphasis
    supplied)

16
The Nature of Writing Pedagogy
  • Teaching Writing as Process
  • Some Inquiry Strategies
  • collecting and evaluating evidence
  • comparing and contrasting cases to infer
    similarities and differences
  • explaining how evidence supports or does not
    support a claim
  • creating a hypothetical example to clarify an
    idea
  • imagining a situation from a perspective other
    than ones own
  • (NWP Nagin, 2003, p. 23)

17
The Nature of Writing Pedagogy
  • Some Writing-as-Process Strategies
  • Brainstorming (Pre-writing) webbing, treeing,
    flowcharting
  • Freewriting
  • Inquiry strategies
  • Peer response
  • Sentence combining
  • Writing portfolio

18
Rhetorical Purpose
  • Writing may serve any of the following purposes
  • To inform
  • To persuade
  • To argue
  • To narrate
  • To describe
  • To entertain

19
The Writers Audience
  • Writers address real and imaginary audiences in
    their work.
  • Audiences can include the writer himself or
    herself (as in a journal or diary), friends
    (letters, e-mails), a teacher, peers in school or
    the community, or a distance audience unknown to
    the writer. (NWP Nagin, 2003, p. 26)

20
The Writers Audience
  • Students mature as writers by understanding how
    to write for different audiences, contexts, and
    purposes.
  • (NWP Nagin, 2003, p. 26)

21
The Writing Prompt
  • The writing prompt should clearly state the
    topic, rhetorical purpose, target audience of the
    writing task, as well as the features of the
    output expected of the students.

22
Sample Writing Prompt
  • The RH Bill is a controversial proposed law
    being debated in both chambers of the Philippine
    Congress. Proponents of the bill argue that, as a
    possible solution to the overpopulation problem
    that the country is facing, it will contribute to
    national development. The anti-RH group, however,
    maintains that it will promote abortion, which
    contradicts Catholic beliefs in this largely
    Catholic nation. What are your thoughts about the
    issue?

23
Sample Writing Prompt (continuation)
  • In an essay of at least three paragraphs, write
    to your congressman of your district to state
    your position on the issue. Use adequate and
    appropriate evidence (e.g., statistics, facts,
    etc.) to support your claims.

24
  • TASK
  • Think of a good topic for an argumentative
    essay. Prepare a writing prompt for a class of
    advanced EFL/ESL students.

25
The Nature of Writing Pedagogy
  • Beyond the Writing Process
  • (Writing as Situated in a Context)
  • The ways in which writing gets produced are
    characterized by an almost impenetrable web of
    cultural practices, social interactions, power
    differentials, and discursive conventions
    governing the production of text. (Joseph
    Petraglia in Vandenberg, Hum, Clary-Lemon,
    n.d., p. 4)

26
Scoring or Marking Essays
  • Issues
  • Which of the drafts should be marked?
  • On what basis is an essay marked?
  • (Scoring rubric)

27
Establishing an Effective Writing Program (NWP
Nagin, 2003, pp. 87-105)
  • Essential strategies for creating and sustaining
    a successful writing program
  • 1. As learning leaders, administrators need to
    work with their faculty in providing vision and
    leadership. Devising long-term
    plans for improving writing crafting policy
    statements assessing the status of writing and
    of teaching it enlisting teacher leaders for
    improving teaching writing committing time and
    providing the necessary resources, etc.

28
Essential strategies for creating and sustaining
a successful writing program
  • 2. Samples of student writing and teachers
    assignments can be done to generate valuable
    data for assessing the state of writing in the
    school or district. In addition, a survey of the
    state of writing in the school or district may be
    conducted to come up with a collective vision of
    what needs to be changed.

29
Essential strategies for creating and sustaining
a successful writing program
  • 3. Administrators should take the lead in
    building flexibility, community, and long-term
    planning.
  • flexibility rather than orthodoxy,
    respect for teacher as professional, a sense of
    authentic school community, teamwork, a bottom-up
    rather than top-down approach to developing the
    program

30
Essential strategies for creating and sustaining
a successful writing program
  • 4. Administrators and teachers can explore
    effective practices through ongoing professional
    development .
  • Through discussion groups, sharing
    sessions, workshops, and other in-service
    training programs

31
Essential strategies for creating and sustaining
a successful writing program
  • 5. Administrators can exercise their leadership
    in promoting writing across the curriculum.
  • Writing is a part of all content areas
    rather than a discrete subject.
    Writing as a tool for inquiry, critical thinking,
    and active learning in diverse subject areas (NWP
    Nagin, 2003, pp. 87-105)

32
Elements of a Writing ProgramĀ 
  • Background and Rationale
  • Specific Objectives
  • Strategies/Activities
  • Time-Frame
  • Expected Outcomes/Outputs
  • Success Indicators (Metrics)

33
References
  • Kroll, B. (2003). Exploring the dynamics of
    second language writing. Cambridge Cambridge
    University Press.
  • Hyland, K. (2008). Writing theories and writing
    pedagogies. Indonesian Journal of English
    Language Teaching, 4(2), 91-110.
  • The National Writing Project Nagin, Carl.
    (2003). Because writing matters Improving
    student writing in our schools. San Francisco,
    CA Jossey-Bass.
  • Vandenberg, P., Hum, S. Clary-Lemon, J. (n.d.).
    Relations, locations, positions Composition
    theory for
  • writing teachers (Critical introduction).

34
  • Thank you for actively participating.
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