STRATEGIES, ACTIVITIES AND

GAMES TO IMPROVE TEXT

PRODUCTION
 WHAT IS MEANT BY TEXT
PRODUCTION?

It is the ability to create texts of

different types, with originality and
imaginative fluidity.
□ Their purpose is to express what we feel,
think or wish to communicate.
It involves the development of specific
capabilities:

□ The collection, selection and

organization of information.
□ Strategies for planning, textualization, review,
correction and editing of the text.

It also includes metacognitive strategies for

reflecting on what was produced and evaluating
the message, among others, with the aim of
improving the process.
□ A text is enriched when different resources are
combined:
Written texts, images, signs.
□ When a person wants to communicate
something, the following come into play:
Knowledge, feelings, emotions, and attitudes that
can hardly be faithfully represented in the written
text.
□ It is important to have multiple resources to be
able to give greater expressive capacity to
messages.
□ The production of texts must be permeable
enough so that everyone feels comfortable
producing their texts.
 WHAT IS WRITING?
Writing is understood as a graph-motor
activity, focused on its calligraphic and
orthographic aspects.
In a broad sense, however, it also includes
its restricted meaning, but basically
emphasizes the production of coherent texts
that respond to a specific communicative
situation.
 v Become aware that written
language is useful to face
daily life.

v Allow people to fend for

UTILITY OF themselves in society and in
WRITING the literate world.

v Express the inner world through

words
S Copy texts B Reflect on the
communication context.
B Dictate B Identify communicative
intentions.

• He
B Correct B Determine the type of
the writed recipient and purposes for
writing.

Role of the Role of the Current

Traditional School School
ASPECTS

SO THAT THE WRITING

MEET YOUR GOAL

MUST CONSIDER
THESE ASPECTS

PURPOSE RECIPIENT APPROPRIATION ASSESSMENT

ASPECTS
❖ PURPOSES FOR WRITING
• Send a letter.
• Make known the results of an activity.
• Write a story, poetry or dramatization.
• Write memories, biographies, family stories, life diaries,
testimony.
■ RECIPIENT OF THE TEXTS Could be:
■ Identify who or who • Reader or group
of of:
readers.
the topic is addressed. Use
•

■ Determine the conditions of •

Formal or informal
•
registration. Treatment
enunciation of the text formulas (you or you).
according to the type of •
Type of vocabulary and
recipient. syntax.
❖ APPROPRIATION OF WRITING
• It occurs when the topics allow one to express one's ideas,
feelings, experiences, points of view and opinions.
• It is the starting point to start writing about different topics.

• WRITING ASSESSMENT
• Relate writing to personal experiences.
• Provide implicit messages that there is something valuable to
communicate in writing.
• Offer varied opportunities to write imaginative texts. Give positive
feedback on productions.
 WRITTEN PRODUCTION
It constitutes an act of communication,
which determines the characteristics of
the text.
Considers:
• The communicative intention , the context of production
at a time in a certain place and the relationship with the
recipient.
• The written production constitutes a text whose
organization varies according to the communicative
intention of the author, the medium used, etc.
• Resulting from a writing and rewriting job that
allows the writer's objectives to be achieved to the extent
that it is well structured , is legible, has been written in a
adequate support, etc.
STAGES OF THE PRODUCTION OF WRITTEN TEXTS

PLANNING

TEXTUALIZATION

REVISION
 CONDITIONS IN THE
PRODUCTION OF WRITTEN TEXTS

A good presentation :
Neatness with which all work must be presented.
V It involves a good layout of the text.
V Use of supporting graphic material.

Proper use of language :

They clearly express what is wanted: proper use
of punctuation marks, proper vocabulary,
relationship with the content and type of text.
Coherence:
V It is the logic of the discourse or the understandable relationship
between the statements of the text.
V Any text must have internal writing that can be identified:
introduction, body and conclusion, respecting the type of text.
V Everything that is said in the text must be related and follow a
criterion of order and logic in its presentation.
V It requires the development of the capacity for argumentation
since the relationships between the ideas that are presented are
discovered through an explanation that must support what is
stated.

Cohesion:
' Gives unity to the text by relating paragraphs and
statements. V “Connectors” or linking words are
used between ideas.
V At the beginning of each new paragraph, a
connector tells us the type of relationship we want to
establish between those two
Awareness of the different functions of text

texts by function and plot

STRATEGIES:
COOPERATIVE WRITING.
It consists of the joint
participation of students in the
processes of planning,
textualization and revision of the
text. Students form groups and
decide what to write about, the
type of text, its structure, to
whom
direct it, the linguistic register, the
material to be used, etc. The
teacher's role is to guide the
work.
PROCEDURAL FACILITATION

It consists of providing students

a series of external aids, in the form of self-instructional
sheets, on the different stages of written production.
These worksheets are prepared in
accordance with procedures that expert
writers regularly follow, and that
students are not capable of doing on
their own.
Text planning do I want to write? • I read the first
What topic will I Textualization draft carefully.
write about? I start writing the text What mistakes have
What knowledge do (Be careful with the I made?
I have on the cohesion, detected?
subject? coherence, How I can
About what correctness and improve the text?
specific aspect of adequacy of the • I write the final
the topic text) version of the
Revision text
What else do I need to know about the topic?
What type of text
will I choose?
• Who will it be directed to?
What type of registry will I use?
How will I organize the ideas?
TEXTS TO IMAGINE:

Poems:
Motivate them and provide them with
varied models and structures.
■ Select poems of varied content that are
meaningful to students.
■ Have them frequently listen to poetry recorded or read by
you. or by a student.
■ Have them listen to and sing songs based on poems.
■ Invite your students to look for poems in different authors'
books or anthologies, to copy them and open a file or box
of poems (individual or collective).
■
Open a box or file of poems created by the
students, in order to make a publication at the end of the year
or for a special occasion.
 Strategies to bring poetic springboards to life:

Events that occurred at school: 11084 Mendoza Sánchez

A visit to the planetarium, a music concert, a
POEMS
walk to the beach; offer a phrase: suddenly OF LOVE
when the night comes ... and call the
students to write their evocations.
■Another form of springboard would be to choose a
text and write asking for a loan from the poet, in
the sense of borrowing the structure of his poem.
■You can also propose a topic or word that
awakens associations, etc.
 Transformations or "loans to literature":
Students love to transform the traditional stories
they knew in their childhood. Fairy tales or fables
are deliberately remodeled
based on the memories that
persist in your memory.
These transformations can be
parallel, reconstructed or
extended versions of the story
original.
TEXTS TO MAKE YOURSELF KNOWN AND
RECORD EXPERIENCES:
Autobiography
• Some suggestions to make
This type of text are the following:
Tell your students aspects of your
own biography, as honestly as
possible. Invite them to read
biographies.

• Suggest that they think about

what they know about their own
history and what they would like
to investigate or know more
about.
TEXTS TO INTERACT:

Fax to request services

■ Encourage students to record the
messages on a recorder, assuming the roles of the
operator who answers and the one who leaves the
message. Invite your students to write some faxes to
request various services. For example: To a hardware
store to request a quote for construction materials.
Open space for students to read their faxes, enjoy them
and laugh.
Ask them to correct them interactively in groups of 4
students, rewrite them and publish them in the wall journal.
 JOURNALIST TEXTS
Reports
The report is a text with a conversational
plot that reports on a specific topic,
resorting to the testimony of a relevant figure on
the subject.
It includes an introduction of the interviewee and a
dialogue with short concise questions.
Its thematic progression, as in the news, revolves
around the questions what, who, where, when, why
and for what purpose.
 HUMOROUS TEXTS

Comic
books
This type of text combines the
image with written text that
responds to a specific code.
Seek the active participation of
the reader through an emotional
means. They are used especially
to transmit messages to an
audience with little experience in
reading and use conventional
symbols to express feelings
love, stars for pain, toads and
snakes for insults, etc.)
(heart for the
ADVERTISING TEXTS
NOTICES
Some suggestions for inviting your students to write
notices are as follows:
– Propose to make advertisements to promote
them.
– Each student writes down the words, concepts and expressions that
arise on the cards.
– Once they have gathered enough words, encourage them to
individually write a prompt, share it with the group, receive feedback
and enrich it. Groups can choose the advertisement that seems most
interesting or attractive to them and perfect it together, adding
illustrations, layouts, etc.
– Encourage them to write funny notices and create bearded vultures or
collages, etc.
– Finally, invite them to publish their notices in the wall newspaper, in a
creative notice exhibition, in a "good notice" brochure
TEXTS TO MAKE OR MAKE

Recipes

They present two parts: :

The elements to use and the instructions.
Some suggestions for preparing this type of text are
the following:
Invite them to make surveys and graphs about young people's
favorite dishes.
Suggest that they compile recipes for the dishes they like the
most, searching in cookbooks and magazines; interviewing
their mothers, grandmothers or godmothers; to chefs at a
restaurant, to the food handler at school, etc.
Make them aware of the structure of this type of
texts, the words and expressions normally found in them, etc.
■ Invite them to create different recipe books.
THANK YOU