Writing in English Second Language
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Writing in English Second Language

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Ideas for improving writing. Writing helps to consolidate language learning. It encourages individual reflection on language. It gives opportunities to create tangible projects in a different language ...

Ideas for improving writing. Writing helps to consolidate language learning. It encourages individual reflection on language. It gives opportunities to create tangible projects in a different language which students can take home and be proud of. It is also a great outlet for more introvert or independent students who might not be so strong in the speaking skill.

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Writing in English Second Language Presentation Transcript

  • 1. WRITING INENGLISH?Are you nuts?By Enric Calvet. Manresa, July, 2013
  • 2. Don’t you burst into tears when a 7years girl comes to you next morning ofa storytelling session and says:Enric, this is foryou!It’s a present!
  • 3. Writing ispart of awholeprocess.Writing ispart of theGlobal Competence
  • 4. Ideasfor improving writing1. Models and processes2. Using a spoken text as a model3. Mini writing4. Delay the grade5. Incorporating process writing as a regular activity6. Using correction as a tool for success in writing7. Rubrics
  • 5. 1. Models and processesProcess writing Product writing•Ideas as a starting point•More than one draft•More global, focus on purpose:reader is emphasised•Collaborative•Emphasis on creative process•Imitate model text•Organisation of ideas moreimportant than ideas themselves•One draft•Features highlited includingcontrolled practice of those features•Individual•Emphasis on end product
  • 6. 2. Using a spoken text as a model-1
  • 7. 2. Using a spoken text as a model-2
  • 8. Use a model to feed in language –e.g. coursebookOne page worksheetREAL questions about students livesProvide sentence stems or exampleanswers.Use a process writing approach3. Mini writing
  • 9. 4. Delay the grade-1Option AOptionBSo imagine you’ve spent one hour or two correcting students’compositions. And you bring them to school next day to give them back.What happens when we return marked compositionsto our students?
  • 10.  For students the grade is the only important thing. Tangible and comparable Don’t reveal the grade until corrections are complete. Increase incentive and motivation to look at correctionsseriously.4. Delay the grade-2
  • 11. 5. Incorporating process writing as a regular activity-Don’t fail students – negativerepercussions-See it as a first draft. Encouragecollaboration and use more able students’work as models.-Staple subsequent version on top. Usecoloured paper.-Keep a record of number of versions.-Learning is the priority and not testingwriting ability.
  • 12.  What method do you use to correct yourstudents work? What comments do you usually write on theircompositions? How important do you think the commentsare? How important do you think the grade orevaluation is? How would students answerthese 2 questions?6. Using correction as a tool for success in writing-1
  • 13. 6. Using correction as a tool for success in writing-2
  • 14. 6. Using correction as a tool for success in writing-3First draftRed: teacher codeBlue: student’s corrections
  • 15. 6. Using correction as a tool for success in writing-4Second draftStill one more go before the grade!
  • 16. 7. Rubrics-1http://lowellacuff.wordpress.com/Let students participate in thecreation of a rubric to be used forassessing the project.
  • 17. 7. Rubrics-2Massachusetts Comprehensive Assessment System
  • 18.  What do you like/dislike about theidea(s)? Why? Have you ever done anything similar ? Is this something that could work in yourcontext ? Why / why not ? How could you adapt the activity tomake it work better ?to your neighbours
  • 19. Useful linksand references http://www.teachingenglish.org.uk/articles/approaches-process-writing writen by Graham Stanley http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison written by Vanessa Steele http://www.teachingenglish.org.uk/articles/how-approach-discursive-writing by Vanessa Steele http://ayllit.ecml.at/ Assessment of young learner literacy linked tothe Common European Framework of Reference for Languages http://rubistar.4teachers.org/ http://cockroachesladybugs.blogspot.com.es/ Search “writing”
  • 20. WRITING INENGLISH?Are you nuts?By Enric Calvet. Manresa, July, 2013