A slideshow about the basic notions and aspect of reading and how to teach it.

1. MODULE VIII
TEACHING
WRITING
WRITING AS A PROCESS
DESCRIBING A WRITTEN TEXT

2. What is
writing?
 Widdowson (1978): states that: “writing is the act of
making up correct sentences and transmitting them
through the visual medium as mark on paper”
 Troyka (1987) states that: “writing is a way of
communicating a message to a reader for a purpose.
The purposes of writing are to express one’s self, to
provide information for one’s reader, to persuade one’s
reader, and to create a literary work”.

3. What is writing?
 The creation of written discourse.
 Putting sentences together to form a text.
 It is a practical means for fixing or consolidating various
language components (e.g. vocab, syntax, functions, etc.).
 It is a means of reinforcing other skills before and while
writing, writers gather data or information by observing,
reading, listening, and talking to others.

4. Why learn to write?
 Because of the role of literacy (being able to read and write) in
society.
 The need for citizens to be able to write and read became vital in
order for bureaucratic organization to be successful.
 In the context of education, it is also worth remembering that
most exams, whether they are testing foreign language abilities or
other skills, often rely on the students' writing proficiency in order
to measure their knowledge.

5. Why writing is important for
students?
 Help them acquire useful techniques for effective writing
 Help them learn specific skills that apply to all forms of writing
 Familiarizing them with common writing mistakes
 Help them develop specific skills to meet unique writing demands
Communicate specific information or ideas utilizing the
format , language and content relevant to a
specific context.

6. How people write?
 Writing is used for a wide variety of purposes it is produced in
many different forms.
Notes emails letters essays stories
Signs advertisements subtitles articles
Diaries/journals magazines plays recipes
Labels/brands brochures maps textbooks

7. How people write?
A number of features are of interest to us when we consider
how people write.
AUDIENCE EDITING
CONTENT TYPE
MEDIUM
WRITIN
G
PROCESS

8. WRITING PROCESS
The process has four main elements:
PLANNING
DRAFTING
EDITING
FINAL
VERSION
Getting your
thoughts down on paper.
Free-write, outline, notes
Discuss, think

9. WRITING PROCESS
The process has four main elements:
PLANNING
DRAFTING
EDITING
FINAL
VERSION
The purpose of their writing
The audience they are writing for
The content (structure / sequence)
(genre / register)

10. WRITING PROCESS
The process has four main elements:
PLANNING
DRAFTING
EDITING
FINAL
VERSION
Putting your ideas and
thoughts together
Forming sentences and
paragraphs

11. WRITING PROCESS
The process has four main elements:
PLANNING
DRAFTING
EDITING
FINAL
VERSION
Revising and Reflecting
Rewriting or rearranging
sentences.
Getting feedback
Proofreading

12. WRITING PROCESS
The process has four main elements:
PLANNING
DRAFTING
EDITING
FINAL
VERSION
Final Draft
Sharing your work
publishing, speaking

13. WRITING PROCESS: THE
WHEEL

14. Speaking Vs Writing
We need to consider the similarities and differences between
writing and speaking both in terms of their forms and in the
processes that writers and speakers go through to produce
language.
Time and space
Participants
Process
Organization and
language
Signs and
symbols
Product

15. Speaking Vs Writing
We need to consider the similarities and differences between writing
and speaking both in terms of their forms and in the processes that
writers and speakers go through to produce language.
Time and
space IMMEDIACY AND TRANSIENCE
Participants
Process
INTERACTION – AUDIENCE - CO-PARTICIPANTS
INSTANT PROCESS

16. Speaking Vs Writing
We need to consider the similarities and differences between
writing and speaking both in terms of their forms and in the
processes that writers and speakers go through to produce
language.
PARALINGUISTIC FEATURES – PUNCTUATION MARKS -
EMOTICONS
FINISHED PRODUCT – WORK IN
PROGRESS
CORRECTNESS AND WELL-
FORMEDNESS
Organization and
language
Signs and
symbols
Product

17. Implications for learning and teaching
For many years the teaching of writing focused on
the written product rather than all the writing
process. In other words, the students' attention was
directed to the “what” rather than the “how” of text
construction.

18. Implications for learning and teaching
 We need to concentrate on the process of writing.
 There are a number of strategies we need to consider:
 The way we get students to plan (brainstorming-guided
tasks)
 The way we encourage them to draft, reflect and revise
(collaborative writing)
 The way we respond to our students'' writing

19. Describing written text
 Genre
 Text construction
 Cohesion and
coherence

20. Describing written text
 Genre
Descriptiv
e
Expository
Journals
and letters
Narrative Persuasive Poetry
Character
sketches
Descriptive
essays
Descriptive
sentences
Alphabet
books
Autobiography
Essays
Posters
Reports
Business
letters
E-mail
messages
Friendly letters
Learning logs
Personal
journals
Original short
stories
Personal
narratives
Story scripts
Advertisement
s
Book and
movie reviews
Persuasive
essays
Persuasive
letters
Acrostic
poems
Color poems
Free verse
Poems for two
voices

21. Describing written text
 Text Construction

22. Describing written text
 Text construction

23. What is Cohesion and coherence?
 Cohesion and coherence aren't too difficult to
explain.
 Cohesion refers to connectivity in a text.
 Coherence refers to how easy it is to understand
the writing.

24. Cohesion
 There are to types of cohesion:
 Grammatical Cohesion
 Lexical Cohesion

25. Cohesion

26. Cohesion
Reference occurs when one item in text points to another
element for its interpretation.
Personal Reference
Demonstrative Reference
Comparative
Reference
I, you, she, they (subject pronouns), him, her, us (object pronouns), my, your (possessive
adjectives), ours, theirs, hers (possssive ponouns)
here, there, this, that, etc refers to the location of presupposed elements
bigger, more diligent, and etc refers to compared adjectives of one noun to another

27. Cohesion
Examples of personal, demonstrative & comparative
reference:
 I never met him before. My friends said that he is a kind and helpful professor. I
wish I can see Professor William soon.
 There I was born and grew up. There I met him, my beloved one. There we
raised our kids. There, in a small town called Slawi.
 (in a boutique) Woman: I think this blouse is too dark for my skin. Can I have
the lighter, please?

28. Cohesion
Substitution is the replacement of one item by another.
• one
• ones
• same
Nominal
Substitution
• do
• did
Verbal
Substitution
• so
• not
Clausal
Substitution

29. Cohesion
Examples of substitution:
 When I was a kid, I had a kitten but then it lost. I wish I had the same now.
 You think Joan already knows? - I think everybody does.
 ... if you've seen them so often. Of course you know what they're like'.
'I believe so,' Alice replied thoughtfully.
 Do you think that the assignment will due this week? I hope not! I
haven’t written anything!

30. Cohesion
Ellipsis is the process in which one item within a text or discourse is
omitted or replaced by nothing
NOMINAL
• They do not like it, yet (they) said nothing.
• How did they enjoy the exhibition? A lot (of the exhibition) was very good
though not all.
VERBAL
• Have you been swimming? – Yes, I have (been swimming)
• What have you been doing? – (I have been) Swimming.
CLAUSAL
• Who was playing the piano? – John was.
• I hear Smith is having an operation? – He has.

31. Cohesion
Conjunction refers to a specification of the way in which what is to
follow is systematically connected to what has gone before

32. Cohesion

33. Cohesion
Reiteration is the repetition of a lexical item, or the occurrence of a
some kind, in the context of reference; that is, where the two occurrences
referent

34. Cohesion
Example of reiteration:

35. Cohesion
Collocation is the use of “a word that is in some way associated with
another word in the preceding text, because it is a direct repetition of it, or is
in some sense synonymous with it, or tends to occur in the same lexical
environment
• Opposites (man/woman, love/hate, tall/short).
• Pairs of words from the same ordered series (days of the week, months,
etc.)
• Pairs of words from unordered lexical sets, such as meronyms:
• part-whole (body/arm, car/wheel)
• part-part (hand/finger, mouth/chin)
• co-hyponyms (black/white, chair/table).

36. Cohesion
Example of collocation:
Sing a song of sixpence, a pocket full of rye,
Four-and-twenty blackbirds baked in a pie,
When the pie was opened, the birds began to sing,
Wasn't that a dainty dish to set before a king?
The king was in his counting-house, cotmting out his money,
The queen was in the parlour, eating bread and honey,
The maid was in the garden, hanging out the clothes.
Along came a blackbird and pecked off her nose.

37. Coherence
A piece of writing is coherence if it is clearly organized and has a logical
sequence of ideas.

38. Coherence
Example coherence paragraphs:

39. Register
• Register is the form of language appropriate to a particular
situation i.e. formality.
• A text’s register is determined by the way a writer uses language
and structure.
• When a writer chooses their words they have any number of
synonym choices and have to decide on the formality of the
word they want.

40. Register