This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
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 â 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.
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.
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 â 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.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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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 Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs 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 Empireâs 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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Andreas Schleicher presents at the OECD webinar âDigital devices in schools: detrimental distraction or secret to success?â on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus âManaging screen time: How to protect and equip students against distractionâ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective âStudents, digital devices and successâ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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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.
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 âdistorted thinkingâ.
2. Outline
âĸWhat is writing?
âĸWhy writing is important?
âĸTypes of writing
âĸMechanics of writing .
âĸWriting as a process
âĸWriting as a product
âĸWriting skills
âĸQuick writing
âĸPlanning to teach writing
âĸAssessing writing
3. What is writing
âĸthe creation of written discourse
âĸputting sentences together to form a text
âĸIt is a practical means for fixing or consolidating various
language components (e.g vocab,syntax,functions etc).
âĸIt 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 writing is important for students?
ī Help them acquire useful techniques for effective writing
ī Help them learn specific skills that apply to all forms of writing
ī Familiarizing them with common writing mistakes
ī Help them develop specific skills to meet unique writing demends
Communicate specific information or ideas utilizing the
format ,Language and content relevant to a
specific context .
7. Writing as a process
Final
version
Planning
=pre-
writing
Drafting
= writing
Editing=
re-writing
8. Writing as a process
Pre-writing
ī Planning and Thinking
ī Getting thoughts down on paper.
ī Free-write, outline, note, Discuss,and think of the
topic
9. Writing as a process
īHowâĻâĻ..?
ī Brainstorming / Vocabulary
ī Surveying / forms
ī Researching / Discussion
10. Writing as a process
Things students must know in the
pre- writing phase
ī The purpose of their writing
ī The audience they are writing for
ī The content (structure / sequence)
( genre / register)
11. Writing as a process
writing
ī First Draft
ī Putting your ideas and thoughts together
ī Forming sentences and paragraphs
12. Writing as a process
ī Re_writing / Editing
ī Revising and Reflecting
ī Rewriting or rearranging sentences.
ī Proofreading
13. Writing as a process
ī Presenting
Final Draft
Sharing your work with (pairs , classmates)
publishing, speaking
14. Writing as a product
ī Students are encouraged to mimic a model text, which
is usually presented and analyzed at an early stage.
ī Product approach focuses on writing tasks in which
the learner imitates, copies and transforms teacher
supplied models
ī The use of language is the manipulation of fixed
patterns, these patterns are learned by imitation
15. Writing as a product
ī Steps in writing as a product
Stage 1 Model texts are read
Stage 2 consists of controlled practice
Stage 3 Organisation of ideas.
Stage 4 The end result of the learning process.
16. Writing skills
ī Use the orthography correctly, including the script,
and spelling and punctuation conventions.
ī Use the correct forms of words. This may mean using
forms that express the right tense, or case or gender.
ī Put words together in correct word order.
ī Use vocabulary correctly.
ī Use the style appropriate to the genre and audience.
ī Make the main sentence constituents, such as subject,
verb, and object, clear to the reader.
ī Make the main ideas distinct from supporting ideas or
information.
ī Make the text coherent, so that other people can follow
the development of the ideas.
17. Quick Writing
ī Quick writing is strategy used to develop writing
fluency, to build the habit of reflection into a learning
experience, and to informally assess student thinking.
The strategy asks learners to respond in 2â10 minutes
to an open-ended question or prompt posed by the
teacher before, during, or after a lesson.
18. Quick Writing
ī Purpose
ī Use before, during, and after reading to:
ī Activate prior knowledge by preparing students for reading,
writing, or a discussion
ī Promote reflection about key content concepts
ī Encourage critical thinking
ī Organize ideas for better comprehension
ī Increase background knowledge when shared
ī Synthesize learning and demonstrate understanding of key
concepts
ī Reinforce vocabulary
ī Provide a purpose for reading
ī Assess student knowledge on the topic prior to reading
19.
20. Writing Process Approach
ī The writing process approach consists of five major
stages; the pre-writing stage, the draft stage, the revision
stage, the edition stage, then the publishing stage.
ī Students who make use of this approach get better grades
than those who follow the traditional one.
21. The Pre-Writing Stage
ī Steve Peha defines this stage as the first activity students
need to do before starting to write,
ī Students have to take their time for brainstorming and has
a clear idea about his main topic,
ī Here, students plan how they are going to organise their
thoughts.
22. The Draft Stage
ī The drafting stage comes right after when the student
decides about his topic and ideas,
ī The student, at this stage, writes paragraphs and focus on
communicative meaning,
ī Students may find some difficulties such as lack of ideas
and organization problems.
23. The Revision Stage
ī Students need to revise what they have written to
check the flow and sound of words since hearing the
language of the piece from an oral reading is very
important.
ī The piece of writing, at this stage, must be
reorganized and in the shape of a complete unit.
ī Students might reform the piece, add or omit details.
ī This stage is of paramount importance in the sense
that they can revise the structure of sentences.
24. The editing stage
ī Here, students need to reconsider his spelling, writing and
grammar mistakes and make sure his message will be
clear for the reader.
ī Peer and self-editing are very beneficial; students will get
to communicate with each other. Hence, correcting each
otherâs mistakes
25. The Publishing Stage
ī This stage represents the act of presenting written work to
an audience,
ī The product must be finished and posted on a school
magazine, online etc.
26. Writing Assessment
Traditional way of correcting studentsâ writing
ī In fact, there are various ways of providing feedback and
correcting students' essays such as teacherâs total
correction, error identification, giving comments and peer
correction. Unfortunately, many teachers if not all just
cross the studentsâ mistakes and give grades. (Saito, 1994;
46)
ī In the traditional direct error correction of studentsâ
writing, the teacher is the only reader who corrects
studentsâ papers. He just crosses or circles the studentsâ
mistakes, writes marginal comments and gives a grade.
27. Writing Assessment
This method is divided into two categories; correcting the
form and the content of studentsâ writing:
ī First, in correcting the form of his studentsâ writing, the
teacher examines if the students respected the form of the
model text.
ī Second, concerning the correction of the content, the
teacher focuses on studentsâ grammar, spelling and
vocabulary mistakes.
(Williams, 2003) By doing so, teachers just expect their
students to look over the correction and hope they wonât
repeat the same mistakes.
28. Writing Assessment
Alternative correcting method
ī For Penaflorida (1998), âAssessment and evaluation are
not the sole responsibility of the teacher. Teachers need to
make their students realize that paper is their own
property, thus answering the question of ownership.â
29. Writing Assessment
Pulverness (2005) came up with alternative correcting methods
that teachers can adopt in engaging their students in the
correction process;
ī Selective correction
ī Signposting
ī Correction code
ī Individual self-correction
ī Peer correction
ī Whole- class correction
ī Remedial teaching
30. Writing Assessment
ī Selective correction: In this method, the teacher focuses
on two areas of correction like tenses and spelling.
ī Signposting: One way of engaging students in the
correcting process is to indicate to students where the
mistake and it is the studentsâ role to correct them.
ī Correction code: In this method, the teacher uses a set of
letters and symbols to show students what kind of
mistakes they have made in their writing.
31. Writing Assessment
ī Correction code:
ī G = grammar
ī P = punctuation
ī V = vocabulary (wrong word)
ī Prep. = preposition
ī ? = I donât understand what you have written. Please explain.
ī Sp = spelling
ī W.o. = word order
ī T = wrong verb tense
ī Wf = wrong form
ī N = number / agreement (singular vs. Plural)
ī ^ = something missing
ī Ã = not necessary
32. Writing Assessment
ī Individual self-correction: In this method, students have the
responsibility to find out their mistakes and to correct them.
Then, the teacher checks his studentsâ correction and gives
feedback on the areas that the studentsâ need to improve.
ī Peer correction: As the title shows, students work in pairs or
groups to exchange their papers and give feedback to each
othersâ problems. The teacher needs to check his studentsâ
correction to make sure if they are valid.
ī Whole-class correction: The teacher selects common mistakes
made by students, write them on the blackboard and correct
them with the whole class.
33. Writing Assessment
ī Remedial teaching: This method takes place after
correcting studentsâ mistakes. If the teacher notices that
his students repeat the same mistakes, he should offer
students further explanations of the lessons where they
have problems.
34. Writing Assessment
ī The aim of these alternative correcting methods is to
engage students in the correction of their writing.
35. Bibliography
ī Samaa, AA (2012). Teachersâ feedback on studentsâ
writing: Alternative correcting methods.
ī Howard. DW (n.d.). The writing process.