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                                                                                                   Universidad Nacional de Trujillo
                                                                                                   Facultad de Educación y CC.CC

            ANTOLOGÍA N°1       DCN: ASPECTOS ESPECÍFICOS - INGLES
           ANTOLOGÍA N°6- SUBSEDE SANTIAGO DE CHUCO
               ITEM 19 HUAMACHUCO       DCN: ASPECTOS
                               AULA VIRTUAL
                          ESPECÍFICOS - INGLES
                                         Writing skills                                                 WR IT ING T IPS
                                 Writing skills
                                                                                                        Author: Jackie McAvoy
                                                                                                        Author: Jackie McAvoy

    Writing tips                                                   student think about what
                                Writing is often seen by           they have written and give
                                students as being ‘boring’.        them a need to write again          September 25, 2009
This article looks at a few     This is partly because of          responding to your ques-
techniques for ‘thinking’       lack of ‘thinking’ and dis-        tions.
about writing.                  cussion time but is also
                                due to writing being seen
Tip 1: regular writing          as an individual task and
                                not one that is collective.                                            Puntos de interés espe-
One problem with ‘writing’      As many EFL classes use                                                         cial:
is that in many EFL classes     lots of pair and group work                                               REGULAR WRITING
                                                                                                        REGULAR WRITING
it is relegated to homework     ‘writing’ (and long texts of                                              GIVING THE WR ITIN G A PURPOSE


or classes devoted to writ-     reading) often don’t ‘fit’.                                             GIVING THE WRITING
                                                                                                          FITTING WR ITNG INTO LESS ONS,


ing. The first tip is to in-    3. Break the writing up.                                                  A PURPOSE
clude a ‘bit’ of writing into   Talk about the topic, plan,                                             FITTING WRITNG
your regular classes.           discuss the plan, write the                                               INTO LESSONS,
                                outline into your lessons
                                writing and discuss, write         Tip 6: it’s finished
Tip 2: giving the writing a     the first paragraph & dis-         In a way a piece of writing
purpose                         cuss etc.is often seen by
                                Writing                            should never be finished.
                                4. Make it part of ‘boring’.
                                students as being the les-         The more you can reuse/
Another problem is that         son by partly because the
                                This is talking about of           recycle a piece of writing
writing is often done ‘cold’,   topic,of reading about dis-
                                lack      ‘thinking’ and it,       the better. So, use stu-
in ‘real’ life this isn’t the   developing rolebut is from
                                cussion time plays also            dents’ writing as the start-
case. Writing is normal in      the situations etc.
                                due to writing being seen          ing point for a future lesson                                Contenido:

response to something else      5. an individual taskmake
                                as You can also and                (either for discussion) or to                       Contenido:
whether it be another piece     much of the writing collabo-
                                not one that is collective.        be responded to with an-
of writing (i.e. answering a    rative. EFL classes use
                                As many                            other piece of writing.             Writing tips                          1
letter), a conversation (i.e.   lots of pair and group work        When you correct a piece
taking notes during a tele-     Tip 6: it’s finished texts of
                                ‘writing’ (and long                of writing, instead of mark-
phone conversation), or         In a wayoften don’t ‘fit’.
                                reading) a piece of writing        ing mistakes (which are             Thinking about wri-                   2
after reading something         should never be finished.
                                3. Break the writing up.           often seen as spelling,             ting
(i.e. replying to a job ad-     The more you topic,reuse/
                                Talk about the can plan,           punctuation or grammar) in
vert). This means that the                                                                             Brainstorming                         2.1
                                recycle a piece of writing
                                discuss the plan, write the        red pen, respond to the
piece of writing has a con-     the better. So, use write
                                outline and discuss, stu-          content and style with
text and, in most cases, a      dents’ writing as the&start-
                                the first paragraph         dis-   questions and make the              Speed writing                         2. 3.
‘thinking’ time.                ing point for a future lesson
                                cuss etc.                          student think about what                                                  3.
Therefore, it would be use-     (either foritdiscussion) or to
                                4. Make part of the les-           they have written and give
ful to try and make the         be responded toabout an-
                                son by talking with the            them a need to write again          Loop writing                          2.4
writing you give in class (or   other piece of writing.
                                topic, reading about it,           responding to your ques-
for homework) as realistic      When you correct a piece
                                developing role plays from         tions.
as possible. So, discuss        of writing, instead of mark-
                                the situations etc.
the topic and writing before    ing You can (whichmake
                                5. mistakes also            are
starting to write.              often of the writing spelling,
                                much seen as collabo-
                                punctuation or grammar) in
                                rative.
Tips 3, 4 and 5: fitting        red pen, respond to the
writing into your lessons       content and style with
                                questions and make the
2
Página 2                                                     ANTOLOGÍA N°6                   DCN: ASPECTOS ESPECÍFICOS - INGLES




                                    2. Thinking about writing
                                                         Author: Adrian Tennant


None – the materials will be dependent on           ess. On the third round any student who          fect the aim of the lesson was
your class/students. However, you may               didn’t say anything (in any round) is ‘out’.     developing coherence and cohe-
wish to use the examples below the first             This brainstorming technique ensures          sion. This task is a continuation of
time you try these techniques.                      that a) most students participate, and b)        that theme but builds upon the
If possible it would be useful to bring in          that the pace remains high.                      brainstorming and speed writing
examples of different types of ‘long’ writing       Although the first time you use this brain-      tasks (stages) in this lesson.
(i.e. letters, articles, reports, essays etc).      storming technique you may get little re-         During the speed writing you
These do not necessarily have to be ‘real’          sponse once the students are used to it          will find that students have gener-
                           examples (although       (and its rules) you will find that it is quite   ated lots of ideas, but that most of
                           those can be useful)     productive.                                      these will be at a sentence level or
                           but could be from                                                         possibly paragraph level. This
                           coursebooks, the         2.2. Task 2 – Speed writing                      means that these ideas now need
                           Internet, or even from                                                    to be structured into a complete
                           other students           Note: For this activity students do the ac-      text.
                           (clearly these would     tual writing individually.
                           need to be ‘good’
                                                                                                      The task can be done either
                           models).
                                                     Make certain that all the students can        individually or in small groups (3 or
                           Explanation              see the ‘brainstorming’ board.                   4)
                           We often spend time       Tell the students you are going to give        In groups ask the students to
on the nuts and bolts of writing such as            them only 15 minutes (you could give as          choose 1 piece of writing.
sentence or paragraph structure, cohesion,          little as 10 minutes but don’t give more          Now ask them to read through
appropriate language and style etc, but             than 20) to write.                               it and link ideas together that have
often neglect the pieces we want to bolt             They should concentrate on ideas,             a similar sub-topic.
together. This lesson aims to address this          not on language, grammar or punctuation.          Now they should decide
‘problem’.                                           They write as quickly as possible and         which idea (or sentence) will start
Instructions                                        should not stop.                                 the piece of writing.
2.1 . Task 1 – Brainstorming                         They cannot cross anything out or              Using this idea (and the ones
                                                    correct mistakes during this time.               that go with it in the same para-
                                                     If they cannot think of a word or a           graph) they should write the first
 Usually brainstorming is done in two                                                              paragraph.
ways: either students are put into small            phrase they should leave a blank space or
groups, given the topic and a time limit and        write it in their own language.                   Next, they should summarise
told to write their ideas down – then all the        Once the time is up, shout ‘stop’.            the first paragraph in one sen-
groups ideas are collated; or the brain-                                                             tence. This sentence is then used
                                                     Students should now work in pairs or          to start the second paragraph.
storming is done as a whole class activity          small groups and read out what they have
with students shouting out their ideas and                                                           Follow the steps used to create the
                                                    written.                                         first paragraph and then summa-
the teacher writing these ideas on the
board.
                                                     At this stage all the students should         rise the second paragraph.
                                                    just listen.                                      Use the sentence that sum-
 For this task we would like you to try a
different technique for brainstorming. Start
                                                     Next, as a group (or pair) the students       marises the second paragraph as
by writing the topic (or question) on the           should work through the text correcting          the start of the third paragraph.
board. Sit your students in a circle (if possi-     mistakes, changing punctuation, translat-        Continue with these steps until you
ble) and tell them you will give each student       ing words or phrases into English, or fill in    have completed the writing.
4 seconds to give you an answer. Start at           the blanks.                                       Read through again and
the left of the circle and if the student gives                                                      check as a ‘whole’ text.
you a response write it on the board and            2.3. Task 3 – Loop writing                       If the task is done individually the
move on to the next student. If a student                                                            same steps are followed but there
doesn’t say something within 4 seconds ask           Loop writing is a way of ensuring             is no discussion between students
the student to move their chair slightly back       paragraphs link together forming a coher-        about what should go where
and move on. Go round the whole class               ent text.
and then start again and repeat the proc-           In another writing lesson in this sec-
                                                    tion Writing an essay on cause and ef-
3




                                      GUIA DE TRABAJO


 I . ANSWER THESE QUESTIONS?

   1. .Writing is usually thought to be the most difficult skill to acquire and should only be taught after stu-
        dents have learned the other skills. Do you agree? Explain.
        ………………………………………………………………………………………..…………………………………………………………………
        ………………………………………………………………………………...………………………………………………………………………..
        ……………………………………………………………………………..……………………………………………………………………………
   2 . Reflect on your experience as a foreign language learner. Did you have problems in expressing your
        ideas in writing? What were those problems? How did you deal with those problems?.
        ……………………………………………………………………………………………….…………………………………………………………
        ………………………………………………………………………………………………..………………………………………………………..
        ………………………………………………………………………………………….………………………………………………………………

II. PREPARE A SHORT WRITING ACTIVITY. ( Use the link in the platform : EXAMINAR - EDITAR ENVIO .
      (Si en caso no puedes accesar al link de la plataforma enviar a mi scorreo sheenmiriam_gmail.com)

  1 . Use any of the techniques introduced in this module.
   If there is a suitable activity in the texbook, use it or adapt it.
  The activity should develop writing skills, not just grammar practice .

   2 PLAN CAREFULLY:
    Any material you need for the activity?
    Any oral preparation you would need to do before the activity.




       REFERENCIA

       Author: Jackie McAvoy
       Level: intermediate, upper-intermediate Type: teaching notes
       This lesson looks at a few techniques for ‘thinking’ about writing.
       http://www.onestopenglish.com/section.asp?catid=59423&docid=146339
4

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Writing Process
 

Instructivo 6 Writing Skills

  • 1. 1 Universidad Nacional de Trujillo Facultad de Educación y CC.CC ANTOLOGÍA N°1 DCN: ASPECTOS ESPECÍFICOS - INGLES ANTOLOGÍA N°6- SUBSEDE SANTIAGO DE CHUCO ITEM 19 HUAMACHUCO DCN: ASPECTOS AULA VIRTUAL ESPECÍFICOS - INGLES Writing skills WR IT ING T IPS Writing skills Author: Jackie McAvoy Author: Jackie McAvoy Writing tips student think about what Writing is often seen by they have written and give students as being ‘boring’. them a need to write again September 25, 2009 This article looks at a few This is partly because of responding to your ques- techniques for ‘thinking’ lack of ‘thinking’ and dis- tions. about writing. cussion time but is also due to writing being seen Tip 1: regular writing as an individual task and not one that is collective. Puntos de interés espe- One problem with ‘writing’ As many EFL classes use cial: is that in many EFL classes lots of pair and group work  REGULAR WRITING  REGULAR WRITING it is relegated to homework ‘writing’ (and long texts of  GIVING THE WR ITIN G A PURPOSE or classes devoted to writ- reading) often don’t ‘fit’.  GIVING THE WRITING  FITTING WR ITNG INTO LESS ONS, ing. The first tip is to in- 3. Break the writing up. A PURPOSE clude a ‘bit’ of writing into Talk about the topic, plan,  FITTING WRITNG your regular classes. discuss the plan, write the INTO LESSONS, outline into your lessons writing and discuss, write Tip 6: it’s finished Tip 2: giving the writing a the first paragraph & dis- In a way a piece of writing purpose cuss etc.is often seen by Writing should never be finished. 4. Make it part of ‘boring’. students as being the les- The more you can reuse/ Another problem is that son by partly because the This is talking about of recycle a piece of writing writing is often done ‘cold’, topic,of reading about dis- lack ‘thinking’ and it, the better. So, use stu- in ‘real’ life this isn’t the developing rolebut is from cussion time plays also dents’ writing as the start- case. Writing is normal in the situations etc. due to writing being seen ing point for a future lesson Contenido: response to something else 5. an individual taskmake as You can also and (either for discussion) or to Contenido: whether it be another piece much of the writing collabo- not one that is collective. be responded to with an- of writing (i.e. answering a rative. EFL classes use As many other piece of writing. Writing tips 1 letter), a conversation (i.e. lots of pair and group work When you correct a piece taking notes during a tele- Tip 6: it’s finished texts of ‘writing’ (and long of writing, instead of mark- phone conversation), or In a wayoften don’t ‘fit’. reading) a piece of writing ing mistakes (which are Thinking about wri- 2 after reading something should never be finished. 3. Break the writing up. often seen as spelling, ting (i.e. replying to a job ad- The more you topic,reuse/ Talk about the can plan, punctuation or grammar) in vert). This means that the Brainstorming 2.1 recycle a piece of writing discuss the plan, write the red pen, respond to the piece of writing has a con- the better. So, use write outline and discuss, stu- content and style with text and, in most cases, a dents’ writing as the&start- the first paragraph dis- questions and make the Speed writing 2. 3. ‘thinking’ time. ing point for a future lesson cuss etc. student think about what 3. Therefore, it would be use- (either foritdiscussion) or to 4. Make part of the les- they have written and give ful to try and make the be responded toabout an- son by talking with the them a need to write again Loop writing 2.4 writing you give in class (or other piece of writing. topic, reading about it, responding to your ques- for homework) as realistic When you correct a piece developing role plays from tions. as possible. So, discuss of writing, instead of mark- the situations etc. the topic and writing before ing You can (whichmake 5. mistakes also are starting to write. often of the writing spelling, much seen as collabo- punctuation or grammar) in rative. Tips 3, 4 and 5: fitting red pen, respond to the writing into your lessons content and style with questions and make the
  • 2. 2 Página 2 ANTOLOGÍA N°6 DCN: ASPECTOS ESPECÍFICOS - INGLES 2. Thinking about writing Author: Adrian Tennant None – the materials will be dependent on ess. On the third round any student who fect the aim of the lesson was your class/students. However, you may didn’t say anything (in any round) is ‘out’. developing coherence and cohe- wish to use the examples below the first  This brainstorming technique ensures sion. This task is a continuation of time you try these techniques. that a) most students participate, and b) that theme but builds upon the If possible it would be useful to bring in that the pace remains high. brainstorming and speed writing examples of different types of ‘long’ writing Although the first time you use this brain- tasks (stages) in this lesson. (i.e. letters, articles, reports, essays etc). storming technique you may get little re-  During the speed writing you These do not necessarily have to be ‘real’ sponse once the students are used to it will find that students have gener- examples (although (and its rules) you will find that it is quite ated lots of ideas, but that most of those can be useful) productive. these will be at a sentence level or but could be from possibly paragraph level. This coursebooks, the 2.2. Task 2 – Speed writing means that these ideas now need Internet, or even from to be structured into a complete other students Note: For this activity students do the ac- text. (clearly these would tual writing individually. need to be ‘good’  The task can be done either models).  Make certain that all the students can individually or in small groups (3 or Explanation see the ‘brainstorming’ board. 4) We often spend time  Tell the students you are going to give  In groups ask the students to on the nuts and bolts of writing such as them only 15 minutes (you could give as choose 1 piece of writing. sentence or paragraph structure, cohesion, little as 10 minutes but don’t give more  Now ask them to read through appropriate language and style etc, but than 20) to write. it and link ideas together that have often neglect the pieces we want to bolt  They should concentrate on ideas, a similar sub-topic. together. This lesson aims to address this not on language, grammar or punctuation.  Now they should decide ‘problem’.  They write as quickly as possible and which idea (or sentence) will start Instructions should not stop. the piece of writing. 2.1 . Task 1 – Brainstorming  They cannot cross anything out or  Using this idea (and the ones correct mistakes during this time. that go with it in the same para-  If they cannot think of a word or a graph) they should write the first  Usually brainstorming is done in two paragraph. ways: either students are put into small phrase they should leave a blank space or groups, given the topic and a time limit and write it in their own language.  Next, they should summarise told to write their ideas down – then all the  Once the time is up, shout ‘stop’. the first paragraph in one sen- groups ideas are collated; or the brain- tence. This sentence is then used  Students should now work in pairs or to start the second paragraph. storming is done as a whole class activity small groups and read out what they have with students shouting out their ideas and Follow the steps used to create the written. first paragraph and then summa- the teacher writing these ideas on the board.  At this stage all the students should rise the second paragraph. just listen.  Use the sentence that sum-  For this task we would like you to try a different technique for brainstorming. Start  Next, as a group (or pair) the students marises the second paragraph as by writing the topic (or question) on the should work through the text correcting the start of the third paragraph. board. Sit your students in a circle (if possi- mistakes, changing punctuation, translat- Continue with these steps until you ble) and tell them you will give each student ing words or phrases into English, or fill in have completed the writing. 4 seconds to give you an answer. Start at the blanks.  Read through again and the left of the circle and if the student gives check as a ‘whole’ text. you a response write it on the board and 2.3. Task 3 – Loop writing If the task is done individually the move on to the next student. If a student same steps are followed but there doesn’t say something within 4 seconds ask  Loop writing is a way of ensuring is no discussion between students the student to move their chair slightly back paragraphs link together forming a coher- about what should go where and move on. Go round the whole class ent text. and then start again and repeat the proc- In another writing lesson in this sec- tion Writing an essay on cause and ef-
  • 3. 3 GUIA DE TRABAJO I . ANSWER THESE QUESTIONS? 1. .Writing is usually thought to be the most difficult skill to acquire and should only be taught after stu- dents have learned the other skills. Do you agree? Explain. ………………………………………………………………………………………..………………………………………………………………… ………………………………………………………………………………...……………………………………………………………………….. ……………………………………………………………………………..…………………………………………………………………………… 2 . Reflect on your experience as a foreign language learner. Did you have problems in expressing your ideas in writing? What were those problems? How did you deal with those problems?. ……………………………………………………………………………………………….………………………………………………………… ………………………………………………………………………………………………..……………………………………………………….. ………………………………………………………………………………………….……………………………………………………………… II. PREPARE A SHORT WRITING ACTIVITY. ( Use the link in the platform : EXAMINAR - EDITAR ENVIO . (Si en caso no puedes accesar al link de la plataforma enviar a mi scorreo sheenmiriam_gmail.com) 1 . Use any of the techniques introduced in this module.  If there is a suitable activity in the texbook, use it or adapt it. The activity should develop writing skills, not just grammar practice . 2 PLAN CAREFULLY:  Any material you need for the activity?  Any oral preparation you would need to do before the activity. REFERENCIA Author: Jackie McAvoy Level: intermediate, upper-intermediate Type: teaching notes This lesson looks at a few techniques for ‘thinking’ about writing. http://www.onestopenglish.com/section.asp?catid=59423&docid=146339
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