The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
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 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.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Reading the World Now- Reading Activites for English Language LearnersJamie H
This is presentation was given at the Universidad Autónoma de San Luis Potosí's 2013 ELT conference on a new series from Compass Publishing called Reading the World Now.
The presenter at the event was Rebecca Elliott, we'd like to acknowledge her kind support and guidance in the development of this presentation. Lots of great reading comprehension extension activities herein!
We welcome your feedback on facebook.com/compasspublishing, on twitter @CompassELT, on our hompeage www.compasspub.com, or through email info@compasspub.com.
Thanks for the views!!!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Outcome: Students engage in a “writing
process” to write for a number of
different purposes.
0.1 Teachers teach students the stages of the writing process.
0.2 Directed teaching of writing occurs daily and includes
implementing preplanned mini-lessons focusing on teaching
students a variety of aspects of each stage of the writing process.
0.3 Teachers develop and implement an efficient classroom
management system for supporting each student in the
various stages of the writing process.
0.4 Teachers support all students with personalized scaffolding
strategies, as needed, in the prewriting stage, including
identifying reason for writing, choosing a topic, identifying
audience, determining form, etc.
3. 0.5 Teachers support all students with personalized scaffolding
strategies, as needed, in the drafting stage, including finding,
ordering, and selecting information about which to write, etc.
0.6 Teachers support all students with personalized scaffolding
strategies, as needed, in the revising (for clarity) stage, including
choice of grammar, determining amount of information, presenting
information in different way, use of graphics, etc
0.7 Teachers support all students with personalized scaffolding
strategies, as needed, in the publishing stage, including making final
copy, selecting a way to share with intended audience (e.g.,
bookshelves, author’s chair/share, bulletin boards, “binding”, etc.).
0.8 Students are given routine opportunities to discuss their writing
with their peers/others/intended audience.
0.9 Each student has a writing portfolio that contains at least 5
publications representing different forms. All 5 publications have
evidence of progress through each phase of the writing process.
5. Purposes of Writing
To record events
To explain
To hypothesize
To persuade
To invite a response
To predict
To command, direct, or
request
To amuse, entertain
To narrate
To invent
To inform
To find out
To invite reflection
To summarize
To comment or give an
opinion
Dancing with the Pen
6.
7. STAGES OF THE
WRITING PROCESS
~ PREWRITING ~
~ DRAFTING ~
~ REVISING ~
~ PROOFREADING ~
~ PUBLISHING ~
8. Prewriting
The writer establishes and clarifies a purpose
of writing, brainstorms possible topics, collects
pertinent materials, identifies an audience, chooses
an appropriate form of writing, and establishes an
initial organizational strategy.
The teacher helps students select topics,
encourages them to talk to generate ideas and
language about the topic, provides resources,
suggestions, and materials and discusses
appropriate format and audience.
9. INSPIRATION FOR TOPIC IDEAS
•PERSONAL INTERES T INVENTORIES
•CL ASS INTERES T INVENTORIES
•MAGAZINES, NEWSPAPERS,
PERIODICAL S
•RADIO, T V, INTERNET
•INTERVIEWS
•DREAMS, MEMORIES, EXPERIENCES
•LITERATURE RESPONSE
•DISCUSSION, BRAINS TORMING,
ROLE PL AYING, IMAGINATION
11. PREWRITING STRATEGIES
~ Graphic Organizers – brainstorming webs,
mind maps, and other charts that help organize
thoughts and ideas ~
~ Come Aboard a R.A.F.T. – Role, Audience,
Format, Topic ~
~ Descriptive Word Prompters ~
~ Five Senses Chart ~
~ Handprint Organizer ~
12. Drafting
The writers express ideas in an uninterrupted flow
while keeping the purpose and audience in mind.
They get information on paper, concentrate on
content and explore topic possibilities. Invented
spellings, blanks, cross-outs, and abbreviations are
acceptable.
The teacher offers encouragement, helps organize
information, gives assistance focusing on the topic,
provides enough time and structure to ensure
students get off to a good start.
13. What is the purpose for writing this piece?
What will my audience want to know about this
topic?
How can I best arrange my information?
What main ideas do I want to present?
What details will support my main ideas?
What will make a good lead to catch the
reader’s attention?
How can I end the piece effectively?
-Gary R. Muschia
14. Revising
The writers narrow down topics, eliminate
irrelevant writing, reorganize writing, write
additional drafts, and research information.
Content quality, clarity, smooth flowing
ideas, and descriptive language is
emphasized.
Teachers encourage peer revision sessions
and encourage students to talk to other
students about their writing and add, cut,
and reorder their writing.
16. Proofreading/Editing
Writers should correct mechanical errors
(spelling, punctuation, and capitalization).
Writing should be read aloud before the
final copy is made. An editing checklist is
.a good tool
Teachers should encourage peer proofreading,
provide vocabulary, give instruction of specific
skills, help students evaluate their writing, and
encourage students to consult reference
materials.
17. Teach basic editing
conventions to students and
encourage them to use them in
editing.
Teach popular acronyms such as:
C Capitalization
O Organization
P Punctuation/Paragraphs
S Sentences/Spelling
Use editing checklists
18. Publishing
Writers make their final copies and share
their finished work. Writers feel that their
writing is important when they share.
Teachers should encourage students to
share by reading aloud, publishing,
organizing a class book, making their own
books, displaying final drafts, and sharing
with bulletin boards, electronic bulletin
boards, multimedia presentations,
newsletters, newspapers, oral
presentations, journals, etc.
19. 10 Rules for Writers
1. Write.
2. Write.
3. Write often.
4. Write about anything.
5. Write about everything.
6. Write about what you see.
7. Write about what you learn.
8. Write about what you think.
9. Write about what you read.
10. WRITE!!!
Virginia DeBolt, 1998
21. A- Controlled Writing
• To teach pupils the mechanics of writing
accuracy and readiness for further
writing activities.
• Controlled completely by teacher .
• ( handwriting,copying,dictation and
spelling )
22. 1- Handwriting
• The teacher must take into consideration the
following points :
• He must show young learner how to hold
the pen or pencil and how to sit correctly.
• He has to show them the formation of
letters and words( left to right on straight
horizontal lines)
23. Handwriting
• Pupils are told to use pencil.
• The teacher should write a model on the
board.
• He has to go round pupils to check.
24. 2- Copying
• The purposes of this activity are:
• To reinforce previously learned words and
patterns.
• To draw pupils’ attention to punctuation
marks
• To train them further in handwriting.
25. 3- Dictation
• More difficult than copying.
• Brief and familiar.
• Not beyond the pupils’ comprehension.
• Simple words and patterns
26. Dictation
• A short paragraph,a dialogue or a passage.
• Procedures:
•
•
•
•
•
preparation
The teacher reads and pupils listen.
The teacher dictates slowly and clearly.
Each sentence has to be repeated.
Punctuation marks should be dictated.
27. Dictation
•
•
•
•
•
•
Difficult words can be written on the board.
The teacher reads once more.
Pupils may check or exchange.
Correction
Pupils write mis-spelled words.
The teacher summarizes the most common
errors.
28. B- Guided Writing
• Provide graded guidance in vocabulary and
structures so that pupils will not make many
mistakes .
• 1- Controlled composition
Directed composition
• Keywords-expressions-a model with
directions for rewriting.
29. Guided Writing
• 2- Semi-controlled composition
Guided composition
• Pupils can add ideas/constructions.
• New words and topics provided by the
teacher.
30. Guided Writing
• Procedures:
• Be sure that the pupils understand the
model
• Encourage them to ask.
• Feedback
• Underline mistakes (symbols)
• Write the correct form and ask them to
correct themselves.