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ICELT Language  Task 1 - Writing
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ICELT Language Task 1 - Writing

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This presentation was one of the tasks for the ICELT - 2009

This presentation was one of the tasks for the ICELT - 2009

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  • Speakingvanishes, there are no redunderlining for speakingmistakesnor notes drawn in theair.
  • Studentswon’tmakeanyprogressifthey are notgiventheopportunity to work ontheirwriting. It seemsobvious, but it isstill importante to point it out.

ICELT Language  Task 1 - Writing ICELT Language Task 1 - Writing Presentation Transcript

  • Michael Vince
    WritingRevalued
    http://www.etprofessional.com/
    Issue 35
    Priscila Jovazino ICELT - 2009
  • Writing is a boring chore.
    Wemaketoomanymistakes. (embarassing)
    Wedon’tknowwhat to write.
    Wehave no imagination.
    Speakingseemssomuch more fun.
    In speaking, otherscan help us.
    Writing is solitary.
    Writing = marking = punishment
    Writing: undervaluedactivity
  • What to write?
  • Writing a text for a purpose
    Learningaid
    Different styles
    Improving
    Writing to show theteacher
    It willneverbegoodenough
    “Real-life” writing
    Educational
    Professional
    Communication
    Personal
    Writing in theclass
  • What to consider?
  • Coursebook: speaking?
    Speech X writing
    Organization
    Performance
    Planing
    Correction
    Interaction
    Whatshouldtheteacherknow?
  • “Writing involves complex planning and levels of organisation, and the very fact that it can be edited, changed, improved, reorganised and so on, makes it particularly suitable as an educational activity.”
    Writing is a world in itself
  • Motivation
  • Lotsoflearning
    Audience
    Widerthanjust a tiredteacherwith a redpen.
    Evenbetterif Ss. know:
    whotheaudience is.
    whatpurpose is in writing for thataudience
    “Teddy bearfactor”
  • Opportunity
  • Therehas to beopportunitiesfor learninghow to writewell.
    Howmanypossibilities are there for teachingwriting? Howmanyideas?
    It seems to beobvious:
  • Modeling
  • Neednotbetotallyteacher-centered
    It caninvolvecontributionsfromalltheclass.
    Use ofmodels
  • Producing
  • Sscan use themodel to writetheirowntext
    Build selfconfidence
    Twokindsofstudents:
    Onesticks to themodel
    Other overflows its limits.
    Product-based approach
  • Read a text about a famous person. Underline the verbs; look at the way the paragraphs begin (noticing activities).
    Read some notes about another famous person. Compare these with the text in 1.
    Produce a new text based on the notes.
    Suggestion:
  • Thinking
  • Writinginvolves a numberofseparateissues:
    Organisationofideas
    Organisationofsentencesintoparagraphsinto a text
    Effectivenessof communication
    Choiceofwords
    Grammar, spelling, punctuation, etc
    Studentsusuallyworry more aboutgrammarandsay, “we are here to learnlanguage, not training to bewriters.”
    Writing X Thinking
  • Processing
  • Trulyeducationalactivity
    Thinking + cooperation + learning
    Betterwhen it focusesonanaudiencebeyondtheteacherandthemarks in red.
    Writing is a process
  • Part of the process may be done as classwork and other parts assigned as homework.
    Use e-mail as a tool to distribute versions of texts among students
    Havesessionslessfocusedongrammarand more focusedonproducing.
    How to findenough time?
  • “We are here to learnlanguage, not training to bewriters.”
    What is youropinionaboutthefollowingstatement:
  • Writing = marking = punishment
    How do youfeelabout it?