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Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
Process writing for composition success  saturday
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Process writing for composition success saturday

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  • 1. Process Writingfor Composition Success Or “Keeping your Head above Water”
  • 2. About us and the topic we chose: Susan Joyce, American, published author-book writer, publisher for Peel Productions, Inc. “ Information+ Imagination_______________________GREAT CREATION” Gabriela Gaione, Uruguayan, EFL teacher, amateur writer “Writing comes from the soul”
  • 3. Why improve writing in EFL? Evidence indicates that Ss are not getting good results in the writing skill- hence INSPECCIÓN de INGLÉS suggested this topic was critical this year It is a requirement in all EFL syllabi It is an academic and social need It is a market labor need It is an integral part of a whole education
  • 4. Writing Identifies
  • 5. Writing identifies, communicates and reminds http://www.flickr.com/photos/henrybloomfield/5695330591/sizes/o/in/photostream/
  • 6. Writing Communicates and reminds
  • 7. Writing Satisfies a requirement
  • 8. Writing Promotes introspection
  • 9. Writing Communicates, recombines and allows introspection
  • 10. Writing May exemplify what is known as aesthetic creativity
  • 11. Non linguistic knowledgethat we use for writing - Grabe andKaplan reference world background knowledge memory emotion perception intention logical arrangement situation
  • 12. A model of text structure -Grabe andKaplan 1996 Fig 3.1 text structure SURFACE L DEEP Sentential syntax E semantic X I textual cohesion C coherence O N
  • 13. Analysis of Writing byGrabe and Kaplan 1996
  • 14. P92 4.1 Flower and Hayes- - - - writing process model T ask envir onment T he rhetor ical problem T ext pr oduced so farG T opicE AudienceN exigencyERA Planning translation ReviewingT Or ganizing EvaluatingI Goal setting EditingNG
  • 15.  http://faculty.uoit.ca/hughes/Writing/TheWriting Process.gif http:// faculty .uoit.ca/ hughes/ Wr iting/T heWritingProces s.gif
  • 16. RSVP- How to respond to SS’ writingTESOL tips Comments on the margin on content Questions in the margin on content Sum-up comments at the end of the composition  Include good news  Be short  Focus on one or two- taught aspects Conference Include peer advice Use correction codes Share criteria and if possible create rubrics with your students before the writing takes place-
  • 17. Some TESOL strategies for successfulwriting- Copying Dictation Dictocomp Note- taking Speed writing In – class essays Form filling
  • 18. ABC brainstorm- link – list -combine
  • 19. Order, edit and proof-read
  • 20. P 38 Grabe and KaplanSome questions to reflect upon: What is a text? How may texts be examined as product? How may texts be analyzed as process? How may product and process be viewed as reflecting an Interactive model? How do process and product issues embed themselves within a coherent interpretation of wider social contexts for writing? What types of texts do we want learners to produce? What do these issues suggest for writing instruction in the classroom?
  • 21. Bibliography & LINKS  Grabe, W. & Kaplan, R.B. Theory and Practice of Writing- An Applied Linguistics Perspective -1996 -Longman  Scarpa, S. Cursos de Sensibilización para Docentes del Plan 1996 Febrero Marzo 2001- Cuadernos de la ANEP  Snow, D. More than a Native Speaker- Teaching English to Speakers of Other Languages, Inc-2006  Tribble, C. Writing 1996 Oxford University Press –  Ur, P.A Course in Language Teaching 1999 Cambridge University Press http://www.flickr.com/ http://faculty.uoit.ca/hughes/Writing/TheWritingProcess.ghttp://www.flickr.com/photos/henrybloomfield/5695330591/sizes/o/in/photostream
  • 22. Thank you!Susan and Gabriela

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