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    Developing Writing

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    Alecs
    The document compares spoken and written language and provides examples of differences between formal and informal writing. It also discusses process and product approaches to writing and provides activities related to pre-writing tasks, writing frames, and using model texts.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Developing Writing

    Uploaded by

    Alecs
    13 views3 pages
    The document compares spoken and written language and provides examples of differences between formal and informal writing. It also discusses process and product approaches to writing and provides activities related to pre-writing tasks, writing frames, and using model texts.

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    © © All Rights Reserved

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    The document compares spoken and written language and provides examples of differences between formal and informal writing. It also discusses process and product approaches to writing and provides activities related to pre-writing tasks, writing frames, and using model texts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13 views3 pages

    Developing Writing

    Uploaded by

    Alecs
    The document compares spoken and written language and provides examples of differences between formal and informal writing. It also discusses process and product approaches to writing and provides activities related to pre-writing tasks, writing frames, and using model texts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Activity 2.

    SPOKEN LANGUAGE WRITTEN LANGUAGE


    It Is mostly spontaneous and contains It is not spontaneous, it is planned and it
    redundancies. contains clear statements.
    The discourse is often untidy. The discourse is tidy and well-organized. It
    has to be coherent and have cohesion
    between ideas.
    A higher likelihood of an informal style or Formal register.
    register.
    The speaker is usually able to get instant No feedback from the readers (maybe in
    feedback on their message. online forums…)
    Often made up of a series of utterances Complete sentences, clear statements and
    that are not complete sentences. well-prepared.
    Often a higher incidence of verb phrases. Noun phrases

    Conveys meaning through stress, Conveys meaning through arguments that


    intonation and pauses. refute or agree on the idea explained. It
    relies on punctuation and linking words.
    The speaker can support their message The speaker can support their message by
    using gesture and facial expression. using linking words, exclamation or
    question marks.

    Activity 3.

    I can think of three differences between formal and informal writing. The addressee is not the
    same in both registers, in formal writing we usually write to communicate with institutions,
    teachers, university, basically people who are in a superior position than us. That means that
    we use a formal register to show how polite we are. In contrast, in informal writing the
    addressee is at the same level as you, therefore, you are allowed to say things that you would
    not say to a professor, for instance. It all depend on the relationship established between the
    author and the reader. Another difference would be the vocabulary used in both registers. It is
    also different because in formal writing we tend to use technical words while in informal
    writing we can use simple words that do not have to be technical. The third difference is the
    use of contractions, students are told to not use contraction such as ‘don’t’ or ‘wouldn’t’ in
    formal register because this is more likely to appear in the informal writing.
    Activity 4.

    Writing as a means Writing to improve


    of communication language

    We have come to The following story is


    an exciting point in written in the present
    Finish the following
    the story. Write tense. Rewrite it in the
    For a survey on child sentences in a way that
    down what you past.
    education in this makes the underlined
    think will happen word clear.
    next, and why. country: could you The sentences in the
    please state your main following paragraph have
    criticisms of the way been jumbled. Write
    you were brought up? them out in the correct
    Activity 5.
    order.
    A process approach to writing A product approach to writing
    Learners express their ideas freely and Learners start a piece of writing with a
    fluently in writing without being overly sentence, this being the basic unit of written
    concerned with accuracy language on which to build
    Pieces of writing will go through two or three Learner analyse the key features of specific
    drafts genre or text types so they can imitate them.
    Teachers encourage learners to share their There is a strong focus on grammatical
    written works and give each other feedback accuracy and teachers mark most grammar
    mistakes in learners’ written work
    Learners will often begin writing something by Learners will often work on a piece of writing
    brainstorming ideas with their classmates collaboratively
    Learners are encouraged to work on writing Written work is marked as ‘pass’ or ‘fail’
    alone, often outside the class time according to a specific standard

    Activity 6.

    1. Having been given a task, learners find it easy to start writing immediately. FALSE. Students
    do not know what to write or how to write it. They need help to get started with pre-writing
    tasks to stimulate their imagination.

    2. Pre-writing tasks should only help learners with content. FALSE. These tasks also should help
    learners with spelling and punctuation and revise grammar and vocabulary that may be useful
    to express their ideas.

    3. Spelling and punctuation are important for writing. TRUE


    4. Teachers shouldn’t spend time focusing directly on spelling and punctuation. They should be
    integrated into other activities. TRUE

    Activity 7.

    a. What writing task are learners preparing for?

    A personal profile for an e-pal or pen-pal and a film review

    b. What pre-writing tasks are used?

    1. A miming / guessing activity to generate ideas for content

    2. A class discussion activity to establish the purpose of the writing task

    3. A pair work discussion activity to stimulate ideas for the personal profile content

    4. Using pictures to generate interest in the writing task

    5. A class discussion activity to stimulate vocabulary for the task

    6. A class brainstorming activity to generate vocabulary for the film review

    Activity 8.

    a. How are writing frames and model texts used?

    Writing frames and model texts are used to help with the content and language of the
    students. They give an example of a specific written text that they can use as a guide to help
    them write their own version. It guides them through their process of writing such as
    answering questions that will help them to during this process.

    b. What are the stages of using the model text?

    1. Analyse the content of the model texts

    2. Compare the model with learners’ own ideas

    3. Examine the language in the model text

    4. Learners use the model to write their own text

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