3. Introduction!
The psycholinguist Eric Lenneberg (1967) once
noted, in discussion of (species specific )
human behavior, that human being universally
learn to walk and to talk, but that swimming
and writing are cultural specific, learned
behavior.
4. CHARACTERISTICS OF WRITHING LANGAUGE
A WRITERS VIWS.
Students writer often feel that the act of releasing a written
work to an instructor is not unlike putting themselves in front
of a firing squad. Therefore, whatever you can d as a teacher,
guide, and help your students.
5. CHARACTERISTICS OF WRITHING LANGAUGE
A WRITERS VIWS.
Students writer often feel that the act of releasing a written
work to an instructor is not unlike putting themselves in front
of a firing squad. Therefore, whatever you can d as a teacher,
guide, and help your students.
6. 2. Production time
The good news is that, given appropriate stretches of time, a
writer can indeed become a good writer by developing
efficient processes for achieving the final product. And the bad
news is that many educational context demand students
written within time limits.
7. 3. Distance
The anticipation ranges from general audience characteristics
to how specific words, phrases, sentences and paragraphs will
be interpreted.
8. 4. Orthography
If the students are non-literate in the native languages, you
must begin at the very beginning with fundamentals of reading
and writing.
9. 5. Complexity
Writers must know how to remove redundancy, how to
combine sentences, how to make references to other elements
in a text, how to create syntactic and lexica variety, and much
more.
10. 6. Vocabulary
Written language places a heavier demand on vocabulary use
than does speaking, Good writhers will learn to take advantage
of the richness of English vocabulary.
11. 7. Formality
For ESL, students, the most difficult and complex conventions
occur in academic writing where students have to learn how to
describe, explain, compare, contrast, illustrate, defend,
criticize, and argue.
12. TYPES OF CLASSROOM WRITING PERFORMANCE
1. Imitative, or writing down
2. Intensive, or controlled
3. Self- writing
4. Display writing
5. Real writing
a. Academic
b. Vocational/ Technical.
c. Personal.
18. Principles for Designing writing techniques
6. Frame your techniques in terms of prewriting, drafting and
revising stages.
19. Principles for Designing writing techniques
7. Strive to offer techniques that are as interactive as possible.
20. Principles for Designing writing techniques
8. Sensitively apply methods of responding to and correcting
your student’s writing.
21. • 9. Clearly instruct students on the rhetorical,
formal conventions of writing.
• 10. Techniques used for writing should be
meaningful
• 11. There are many ways students can get
writing experience in class
• 12. What students write in class should be
read by other students and the teacher for
reasons other than correction
22. • 13. Frequent, meaningful writing in class is
important because it gives time to plan the
language they use and this helps them learn
better
• 14. Students need sufficient time to write in
class
• 15. What students write in their copy books
should be a valuable aid to learning
23. • 16. Students write letters and learn faster
when they write about topics within their own
knowledge and experience
• 17. Students should do a lot of writing in pairs
and groups because they can help each other
and it is easier for the teacher to monitor the
work.
24. Sample writing techniques
1. Controlled writing
A. Gap-filling
B. Re-ordering words
C. Substitution
D. Correct the facts
25. 2. Writing based on a text
Jopley is a small town in the north of England. It is on
the River Ouse, not far from Leeds. The town has a wide
main street, with a stone church, the town hall and a
cinema. There is a large supermarket in the town
centre, and many smaller shops and cafes. Most people
in Jopley work in the local factory, which produces farm
machinery.
1. Write a similar paragraph about Bexham. Use these notes:
Bexham – small village – south coast.
Narrow street - two shops – church.
Most people – farmers. Grow vegetables, wheat.
2. Now write about your own town or village.
26. • 3.Oral preparation
The teacher is building up note on the
board for a description…
Ex: Cairo – capital in the
North on the Nile
Is it a big city?
How many
people are
there?
27. The teacher wants to elicit these other facts
about Cairo, and write them on the board.
Important business centre
o International hotels
Tourists:
o The Pyramids (2500 BC)
o Many famous mosques
o Market area (gold, copper,)
Very crowded-traffic problems
o New underground railway
28. • 4. Correcting writing work
Teachers’ correction
Students’ correction
Correct in pair or group
Exchange
• 5. Lesson preparation
Prepare a short writing activity for a lessson.
Plan carefully
29. Extra writing techniques in detail
1. Sequencing techniques
2. Completion techniques
3. Transformation techniques
4. Teaching for information transfer and recall
5. Techniques with questions and answers
30. 1. Sequencing techniques
• 1.1 Work sequence
Ex: We/six o’clock/and/tea/drink/get up/at.
• 1.2 Jumbled sentences as part of a text
Ex: Phnom Penh is my favorite city. Is city it very
a important. It is quite big.
• 1.3 Sentence sequence
31. 2. Completion techniques
• 2.1 Complete the sentences
Ex1: Put at, on, or in in the empty spaces
a. He arrived ______ ten o’clock.
b. The meeting begins _____ Friday
Ex2: Each missing word is giving but student must use the correct form.
a. One of the ____ was there. (boy)
b. Every ___ tried to get as many as possible.
(person)
32. • Ex3: Put each word in the right place.
a. I ___ to do that
b. They ______ him to do it.
c. It ____ darker.
d. I can’t _____ with you.
e. I ____ if he will come.
Made wonder like became agree
33. Multiple choice
• Ex4: students must choose the best word.
It’s good to get ___ in the morning but it’s better
to stay in bed.
A. on
B. with
C. up
D. by
