Teaching writing


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Teaching writing

  1. 1. Teaching Writing Teaching writing in the ESOL classroom has somewhat different considerations than teaching writing in a classroom where English is the first language
  2. 2. Teaching Writing <ul><li>In an ESOL classroom it is especially helpful to focus on the process of writing rather than on the final product </li></ul><ul><li>No matter who the students are, writing is a process that can be successfully taught </li></ul>
  3. 3. Writing Process <ul><li>Step 1 Prewriting </li></ul><ul><li>Often the hardest part of writing is getting started. However, there are various methods that can: </li></ul><ul><ul><li>help students figure out what to write about </li></ul></ul><ul><ul><li>how to structure his or her writing </li></ul></ul><ul><ul><li>how to support the main idea </li></ul></ul><ul><ul><li>how to think on paper </li></ul></ul><ul><li>Some helpful techniques include: </li></ul><ul><ul><li>free writing </li></ul></ul><ul><ul><li>questioning </li></ul></ul><ul><ul><li>list making </li></ul></ul>
  4. 4. Free Writing <ul><li>Free writing is just what it sounds like; it’s writing whatever comes to mind about the topic without regard to grammar, punctuation or spelling </li></ul><ul><li>It’s a way to get on paper all of the ideas concerning the topic students have chosen </li></ul><ul><li>The focus is on the ideas and not on correctness at this point </li></ul>
  5. 5. Questioning <ul><li>Questioning is another way to generate details about a topic </li></ul><ul><li>Asking what, when, where, why and how will help the writing process as students find the various answers to their questions </li></ul><ul><ul><li>For example, who is my audience and what sort of language and voice should I use? </li></ul></ul>
  6. 6. List Making <ul><li>List making is also known as brainstorming </li></ul><ul><ul><li>make a list of ideas and details that could go into their paper </li></ul></ul><ul><ul><li>Students try to think of as many details as possible </li></ul></ul><ul><li>In addition to a list, a graphic organizer such as a concept map can be created </li></ul>
  7. 7. Writing Process <ul><li>Step 2 Preparing an Outline </li></ul><ul><li>An outline is a logical framework on which the paper can be built </li></ul><ul><li>This is where the writer organizes and plans for the development of ideas and arguments </li></ul><ul><li>If it becomes apparent that the main point is not clear or that more supporting details are needed, refer the writer back to the free writing stage of the process until more details are gathered </li></ul>
  8. 8. Writing Process <ul><li>Step 3 Writing the First Draft </li></ul><ul><li>At this stage, it is the student’s goal to develop the content of his or her paper along with specific details </li></ul><ul><li>Don’t worry about corrections at this point. The first draft is a means of getting all of the ideas onto the page </li></ul><ul><li>The thesis statement should be clear at this point and an effective introduction and conclusion should be included </li></ul>
  9. 9. Writing Process <ul><li>Step 4 Revising </li></ul><ul><li>This is simply rewriting the paper to make it better </li></ul><ul><li>Details may need to be added to support the main ideas or others may need to be omitted that don’t pertain </li></ul><ul><li>The writer may want to reorganize his or her ideas and supporting details </li></ul><ul><ul><li>begin with the topic and end in a logical conclusion </li></ul></ul><ul><li>At this point, the student will also begin to correct spelling and grammar </li></ul><ul><li>Revising can mean writing several more drafts before the writer is satisfied with the results </li></ul>
  10. 10. Writing Process <ul><li>Step 5 Editing </li></ul><ul><li>Now students are ready to check carefully for correct grammar, spelling and punctuation </li></ul><ul><li>It is helpful at this point to have another student or teacher read the paper for clarity and correctness </li></ul><ul><li>This is an opportunity for the writer to see the paper from the reader’s point of view </li></ul>
  11. 11. Conclusion <ul><li>Teaching writing can be seen from the point of view of the language teacher or the writing teacher </li></ul><ul><li>Certainly using correct grammar, vocabulary and spelling is important for a native speaker as well as a second language learner </li></ul><ul><li>However, concentration on meaning and the ideas found in the text places emphasis on the process rather than on the final result </li></ul>
  12. 12. Conclusion <ul><li>Students ask themselves: </li></ul><ul><ul><li>What is the purpose </li></ul></ul><ul><ul><li>Who is my audience </li></ul></ul>
  13. 13. Conclusion <ul><li>The instructor makes suggestions about </li></ul><ul><ul><li>content and development of ideas </li></ul></ul><ul><ul><li>what the students are trying to say </li></ul></ul><ul><ul><li>rather than on grammar </li></ul></ul><ul><li>But however we look at it writing is an important part of the ESOL instruction </li></ul><ul><li>And can be successfully taught </li></ul>
  14. 14. Works cited: <ul><li>Langan, John, and Beth Johnson. English Essentials . Townsend Press, Inc . 2004. Print. </li></ul>