ICELT Language Task 1 - Writing

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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

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

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