This document provides an overview of teaching writing to L2 learners. It discusses writing as a skill and different types of writing. The document outlines the principles of a process writing approach which includes pre-writing, drafting, editing, and publishing. It also discusses how to evaluate student writing using categories like content, organization, discourse, syntax, vocabulary, and mechanics. Weighting different categories is suggested, with more weight given to content and organization. Specific feedback is emphasized as the most helpful for students.
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
A reading program for Grade 9 in the Philippines. Note: This is not an official Reading program for grade 9. This is only a sample reading program that was made by the MAESL Students in Benguet State University as a requirement in Teaching Reading and Literary Appreciation. For Word Format just comment below.
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
The lesson plan for an activity to organize research resources for an APA literature review for middle schoolers
Here's the set:
http://www.slideshare.net/samlandfried/9th-grade-may-11-lit-review-activity
http://www.slideshare.net/samlandfried/9th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/9th-grade-april-20-literature-review
http://www.slideshare.net/samlandfried/9th-grade-april-20-lit-review-handout
There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
The lesson plan for an activity to organize research resources for an APA literature review for middle schoolers
Here's the set:
http://www.slideshare.net/samlandfried/9th-grade-may-11-lit-review-activity
http://www.slideshare.net/samlandfried/9th-grade-may-11-lesson-plan
http://www.slideshare.net/samlandfried/9th-grade-april-20-literature-review
http://www.slideshare.net/samlandfried/9th-grade-april-20-lit-review-handout
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Teaching Language Skill: Speaking and WritingUNY Pasca PBI-B
presented by : Musfera NV and Awaliawati W. in RBL class.
source: McDonough, J., Shaw,C., & Masuhara ,H.,
(2013) .Materials and methods in ELT. John
Wiley&Son.
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...Doris Soares
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Write On is a three-book writing series designed for young EFL students. Throughout the series, students practice writing in a wide variety of styles such as narrative, descriptive, process, definition, expository, summary, review, compare/contrast, persuasive, and cause/effect paragraphs.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
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Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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Model Attribute Check Company Auto PropertyCeline George
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
6.06.2013 teaching writing
1. teaching writing to L2 learners
Pateyeva Natalia, PhD
Teacher trainer
“Writing is a way of talking without being
interrupted.”
Jules Renard
2. By the end of this workshop
participants will be able to:
Assess the issues involved in teaching writing in their own
classrooms.
Identify the approaches involved in producing different types of
writing.
Match writing sub-skills to a process writing framework.
Analyze writing tasks from the point of view of audience, purpose and
context.
To provide an understanding on the principles of teaching writing
To provide a short overview on how writing is taught and evaluated
by teachers to achieve certain objectives
3. The main points to present
1. Writing at glance and types of classroom
writing performance
2. The principles of teaching writing
3. How student writing is evaluated
4.
5. To communicate over distances
To communicate across time
To participate in society
To remember and record
To “make thought visible” and express your
inner self
8. Writing at glance
Writing is the last skill of language after listening, speaking
and reading
Many consider that writing is the most difficult skill among
the other three
To be able to write well, one should work hard to practice
writing in addition to understanding writing concept and tools
11. Using your plan and ideas to write
a ‘rough’ preliminary version.
Presenting the piece of writing to
the readers.
Checking, making alterations and
re-writing.
Generating ideas and planning what
to write.
14. Pre-writing: brainstorming, mind-mapping
Drafting: selecting/rejecting, structuring,
questioning
Editing: revising, checking, re-ordering, re-
structuring, focusing on grammar and
vocabulary
Publishing: presenting finished piece to
readers
15.
16. writers need :
a purpose – a reason for writing,
an audience –the readers,
a context – background information to make it meaningful
and to motivate learners to write.
Consider examples of writing tasks from
textbooks in terms of how they meet the above
criteria.
17. 1. There is no audience. To make it more
meaningful ask learners to write an article for an
international student magazine, special issue on
festivals around the world.
2. The task works as it is but could be made more
meaningful by having half the class write the
complaint and the other half write the manager’s
response.
18. 3. The task provides no guidance to help learners
write the story. Support could be given by
supplying pictures, prompt words, gapped
sentences, the beginning of a story etc. If the
learners work in groups, they could write the
stories for their classmates.
19. 4. This task could be contextualized, for example,
“You are having a party. Your classmates are your
guests. Draw a map from the school to your home,
without indicating exactly where your home is. Now
write directions.” The ‘guests’ then have to pinpoint
the home of the ‘host’ from the directions.
20. 5. This needs a purpose and an audience. For
example:”Imagine you are at a crossroads in your
life. You have an appointment with a ‘life coach’
but first she has asked you to write about yourself.
What can you tell her to prepare for your meeting?
Think about your plans and ambitions etc.
21.
22. Takes too much time
Loss of student focus / interest
Not suited to some personalities
Students need to be taught it (peer
editing / planning / stages)
Restricts spontaneity and range of
writing activities.
23. The creation of a product
Writing seen as a communicative and
purposeful activity
Teaches students to plan and research
Student collaboration is developed.
Feedback and response given.
24. Isn't it surprising how many things, if
not said immediately, seem not
worth saying ten minutes from
now? ~ Arnot L. Sheppard, Jr.
25. Speaking Vs Writing
Impermanent Permanent
Immediate (unplanned) Delayed (planned)
Variation / Casual Conventional / Stylized
Low lexical density High lexical density
High Paralinguistics Low Paralinguistics
Communal activity Solitary Activity
Universal Learned
26. Simple sentences Complex sentences
Voiced Thought / Read
Pronounce Spell
Feedback No feedback
Pause / Intonation Punctuation
Speaking Vs Writing
27. The evaluation of writing, especially in a process-oriented
classroom is a thorny issue. In writing class, a teacher serves
as a guide and facilitator of students’ performance in the
ongoing process of developing a piece of written work, but at
the same time he/she should also serve as a judge.
To serve this dual role requires wisdom and sensitivity.
Fairness and explicitness in what teacher takes into account in
evaluation are the keys of being writing judge.
28. Then how to evaluate?
There are six general categories that are often the
basis for the evaluation of student writing
1. Content : thesis statement, related ideas,
development of ideas through personal experience,
illustration, facts, opinions
2. Organization : effectiveness of introduction, logical
sequence of ideas, conclusion, appropriate length
30. How is the system of weighting of each?
Please note that the most evaluative feedback a
teacher may give is the comments, both specific and
summative of student’ work
If numerical score is needed, a teacher can establish a
point scale for each category (e.g. 0 – 5) and return
the paper with six different scores on them.
If single grade or score is needed, consider weighting
the first few categories more heavily, or you may
emphasize on the content based flavor of the
evaluation
34. References
Writing, Tricia Hedge, OUP (1998).
HD. Brown. (2001). Teaching by Principles. London: Longman
Simple Writing Activities (Oxford Basics), Jill and Charles
Hadfield, OUP (2000).
Process Writing, White R & Arndt V, pp 51–52; pp 69-77; pp108-
109; pp 122-123, and pp 137–138,
Longman (1991).
Harmer J, The Practise of English Language Teaching, pp255-
268 Longman (2001).
Ur P, A Coursebook in Language Teaching, pp159-175 CUP
(1996).
http://www.teachingenglish.org.uk/think/articles/approaches-
process-writing
