Teaching and Learning Writing By Nina Stafilova

Presentation aim : By the end of the presentation the audience will be aware of writing as a language skill, its aspects and what learning, teaching and assessing writing should include

Outline • Role of writing in a modern world • Writing as a skill; writing subskills; writing abilities • Approaches to teaching writing • Aspects/dimensions of writing • What to assess • How to assess

Role of writing in a modern world • • Life Teaching/ Learning Academic sphere Business

Writing as a skill • Writing is a productive skill that provides communication between the people by means of graphic signs

What is not a writing ability? • • Writing letter «A» Spelling Writing an article Typing speed

Writing Sub skills • • Handwriting Structure Argument Spelling Creativity Punctuation Grammar Style Register Accuracy Editing Organization Vocabulary Planning Use of Humour Originality Clarity Authorial voice Coherence Genre Reviewing Cohesion Synthesis Monitoring

Cohesion • Cohesion is the grammatical and lexical relationship within a text or sentence.

Multiple choice Exercise • Polls show that Tony Blair is the most popular Prime Minister this century. _______ , there are even members of his own party who are uneasy with his approach. In particular however for instance • 2. There are some slight variations in temperature, but ________ 26 to 27ºC should be expected Consequently rule otherwise as a

Complete each sentence below using a transition word. • 1. The dog barked all night • _________________ • 2. Carl forgot to prepare for the test • _________________

• 1. The dog barked all night consequently, the neighbors had no sleep • 2. Carl forgot about to prepare for the test; as a result he failed it.

Writing abilities at different levels A 1 I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form. A 2 I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something B 1 I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. B 2 I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences. C 1 I can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select style appropriate to the reader in mind. C 2 I can write clear, smoothly flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

How to teach • Take some sub skills and work on them separately using ex from more controlled to less controlled exercises • Work on group of sub skills referring to one aspect ( for example to the structure component) • Work with the piece of writing building on its assessment criteria (for ex. using checklist) • Guide students in their writing to providing feedback on their own products

Approaches to teaching writing. Productoriented approach. § A product-oriented approach is a traditional approach to teaching writing that is based on the reproduction of models Nunan 1991

Stages of the teaching Product-oriented approach • • • Model texts reading Features highlighting and examining Controlled practice of the highlighted features Organisation of ideas. The end result

Approaches to teaching writing. Processoriented approach • Process approach to writing tends to focus more on the varied classroom activities which promote the development of language use

Stages of the process-oriented approach • • • Brain-storming Planning Writing the rough draft Editing Proof-reading The final product

Practice : put the features of writing to the right column according to the approach Process Writing features Product Writing features

Practice Process Writing features Product Writing features • text as a resource for comparison • ideas as starting point • more than one draft • more global, focus on purpose, theme, text type, i. e. , reader is emphasised • collaborative • emphasis on creative process • imitate model text • organisation of ideas more important than ideas themselves • one draft • features highlighted including controlled practice of those features • individual • emphasis on end product

Product-oriented writing. Genre analysis practice. • Look at the letters. Use the categories given below to analyse them and find the key characteristics of a letter of complaint.

4 aspects/dimensions of writing • • Message Cognitive aspect Linguistic aspect Socio-linguistic aspect

What to assess? • Content - message • Communicative achievement- sociolinguistic aspect • Organization- cognitive aspect • Language – linguistic aspect

How to assess? PET. Writing part 3 assessment.

To sum it up: • • Role of writing in a modern world What is Writing subskills Approaches to teaching writing Aspects/dimensions of writing What to assess How to assess