TEACHING

WRITING
GROUP 3
NATURE OF WRITING
Writing is not just the mechanical act of putting words on paper; it reflects
what is going on in the mind of the writer.
Writing is a two-step process (Elbow, 1973):

FIGURING OUT THE PUTTING THE MEANING INTO

MEANING LANGUAGE

It is known as a recursive process.

PURPOSES OF WRITING

TO ENTERTAIN

TO INFORM

TO PERSUADE
PURPOSES OF TEACHING WRITING
WRITING FOR
REINFORCEMENT
LANGUAGE
DEVELOPMENT

LEARNING STYLE

WRITING AS A
SKILL
MECHANICS OF WRITING
SPELLING

PUNCTUATION

GRAMMAR

CAPITALIZATION
SPELLING
PUNCTUATION
GRAMMAR
CAPITALIZATION
 STEPS IN WRITING
Pre-writing Editing

Drafting Proof - Reading

Revising Publishing
PRE - WRITING
 PRE - WRITING
Is anything you do before you write a
document, so this includes: thinking, taking
notes, brainstorming, information gathering,
etc., and;

Is already considered as an activity in writing

since you are generating ideas.
DRAFTING
 DRAFTING
Happens when you put your ideas and thoughts
into sentences and phrases

tends to be writer-centered (you telling yourself

your own knowledge and what you know).

spelling is usually ignored at this stage

REVISING
 REVISING
The key to creating effective documents.

The writer thinks critically concerning the

needs and expectations of the reader,

and the document becomes reader

centered.
 REVISING
Question to ask in revising:

How much support does the idea need

in order to convince the readers?

Which terms should bedefined for

these particular readers?
 REVISING
Question to ask in revising:

Is my organization effective?

Do readers need to know X before

understanding Y?
 REVISING
At this stage the writer refines his/her
prose(simple, ordinary use of language)

make sentences concise and accurate

make connections between different

ideas and points.
STRATEGIES
IN PLANNING
WRITING
 STOP
METHOD
S Suspend judgement and brainstorm
ideas for and againt the topic.

T Take a side on the topic

O Organize ideas

P Plan more as you write

 AIM
METHOD
A Attract the reader's attention

I Identify the problem

M Map the context of the problem

A Attract the reader's attention

I Identify the problem

M Map the context of the problem

A Attract the reader's attention

I Identify the problem

M Map the context of the problem

A Attract the reader's attention

I Identify the problem

M Map the context of the problem

A Attract the reader's attention

I Identify the problem

M Map the context of the problem

 VENN
DIAGRAM
 VENN
DIAGRAM
Use a venn diagram to compare and
contrast

Know the difference and similarities

of ideas.
THE

PLAN
THE
P Pay attention to the what and how of the
given task.

L List your ideas after gathering and evaluating

ideas.

A Add supporting ideas (3 E's).

N Number the order in which you will present

your ideas
DO DO
DO DO
O
DO
DO
DO DO
O DO / WHAT
DODO DO
DO
DO
O
DO DO
DO
DOMETHOD
DO
DO
DO
DO DO
DO DO

DO / WHAT
DO DO
O
DO
DO
DO DO
O
Is creating a chart to thoroughly examine a
DODOwriting
DO promt before starting the assignment.
DO
DO
Is creating a chart to thoroughly examine
DO
DO a writing promt before starting the
DODO
assignment.
O
DO DO
DO
DO DO
DO DO

DO / WHAT
DO DO
O
DO
DO
DO DO
O
Is creating a chart to thoroughly examine a
DODOwriting
DO promt before starting the assignment.
DO
DO
Circle all verbs in the writing prompt that describe
DO
DO what you are being asked to do. Underline the
DODO
words that describe what the task is.
O
DO DO
DO
DO DO
DO DO
DO DO
O
DO
DO
DO DO
O
DODO DO
DO
DO
DO
DO
DODO
O
DO DO
DO
DO DO
EDITING
EDITING
Check the spelling,
grammar, and mechanics.
Do not edit unless the other
steps are done.
Focuses on the context and
structure of the output.
The goal is to improve the
overall write-up.
STRATEGIES
C CAPITALIZE

O OVERALL APPEARANCE

P PUNCTUATION

SPELLING
S
JOB CARDS
I’ll check I found an
for typos incorrect use of
punctuation.

I’m looking for The right word

grammatical for this is...
errors.
 Allow your friend
to check your
paper for errors
and coherence of
ideas.
EDITING
PROOFREADING
PROOFREADING
Reading the output to
identify surface-level errors
such as typographical errors,
grammar, and punctuations.
Focuses on the details of the
output.
STRATEGIES
Print the output – having a
hardcopy of your work will
help you identify errors
easier.
Read it aloud – helps in
identifying awkward parts of
your work.
Identify one type of error at a
time
Point while you read – to avoid
skipping a part.
Review or read backwards –
helps in identifying surface-level
errors.
PUBLISHING
PUBLISHING
Printing of the manuscript
Last step in writing
COGNITIVE STRATEGY
SENTENCES STARTERS
TO GENERATE OR
RESPOND TO TEXT
 Revising Meaning
·Revising Meaning
“At first I thought…..but now, I think”
My latest thought about this is . . .
I’m getting a different picture here because . . .Reflecting and Relating

At first I thought…..but now, I think..

·Reflecting and Relating
The big idea is . . .
A conclusion I’m drawing is . . .
The most important message is . . .

·Evaluating

My latest thought about this is . . .

This could be more effective if . . .

·Analyzing author’s craft

A strong or impactful sentence for me is . . .
This word/phrase stands out for me because . . .
I like how the author uses ___ to show . . .

This could be more effective if . . .

·
 Evaluating
·Revising Meaning
“At first I thought…..but now, I think”

This could be more effective if . . .

My latest thought about this is . . .
I’m getting a different picture here because . . .Reflecting and Relating
·Reflecting and Relating
The big idea is . . .
A conclusion I’m drawing is . . .

Analyzing author’s craft The most important message is . . .

·Evaluating
A strong or impactful sentence for me is . . .
This could be more effective if . . .

·Analyzing author’s craft

A strong or impactful sentence for me is . . .
This word/phrase stands out for me because . . .
This word/phrase stands out for me because . . .
I like how the author uses ___ to show . . .

I like how the author uses ___ to show . . .

 MATERIALS AND
RESOURCES IN
TEACHING WRITING
INSTRUCTIONAL MATERIALS
TEXTBOOKS AND WORKBOOKS
(see next slide)

REFERENCE BOOKS

Grammar Guides, style manuals, and thesauruses

SUPPLEMENTARY MATERIALS

Flashcards, charts, and graphic organizers to help visualize concepts.

TEXTBOOKS AND WORKBOOKS
Provide structured lessons and exercises.
Engages students in improving learning
outcomes.
Offer in-depth explanations and accurate
information
Worksheets promote active learning and
reinforces concepts.
REFERENCE BOOKS
Grammar Guides, style manuals, and thesauruses
provide:
standards in writing and design.
metalinguistic knowledge and understanding
of writing (Myhill, 2021)
DIGITAL RESOURCES
ONLINE WRITING PLATFORMS

Websites/Applications like Grammarly and Hemingway

among others for grammar and style checks.

EDUCATIONAL WEBSITES

offer articles and tips on various aspects of writing.

INTERACTIVE TOOLS

Apps and software for mind mapping, brainstorming, and collaborative writing.
Example: Google Docs
CLASSROOM ACTIVITIES
WRITING PROMPTS

daily or weekly prompts to inspire creativity.

PEER REVIEW SESSIONS

Students give and receive feedback on their work.

WORKSHOPS

Focused sessions on specific writing skills, such as narrative techniques or

persuasive writing.
PROFESSIONAL DEVELOPMENT
TEACHER WORKSHOPS
Training sessions on the latest teaching
strategies and tools.

BOOKS AND ARTICLES

Publications on teaching methodologies
and classroom management.
CREATIVE RESOURCES
STORY DICES
Dice with images to
spark story ideas.
CREATIVE RESOURCES
WRITING GAMES
Fun activities that encourage creative
thinking and writing.
Examples:
Story starters
Scategories
Picture prompts
Consequences
Rewrite the ending
WRITING GAMES
SCATEGORIES
Scategories is a quick and creative game where you think of words that
start with a given letter and that fit into specific categories to earn points
for answers that are unique.
WRITING GAMES
SCATEGORIES
A group of players is given a list of prompts such as “things babies need”.
Then, a letter from the alphabet is picked at random (using an online
generator). Once the letter has been chosen, the timer is set, and each
player must quickly come up with a word starting with the chosen letter to
answer each of the prompts.
WRITING GAMES
PICTURE PROMPTS
A game involving pictures to create imaginative stories or descriptions.
Students are given at a specific amount of time to create a story or
description based on a picture provided to them.
WRITING GAMES
CONSEQUENCES
Players take turns writing words or phrases on a piece of paper, then
hidden to collaboratively create hilarious results.
1. Write a word on a piece of paper
2. Fold the paper to hide the word
3. Pass to your classmate
4. Repeat.
WRITING GAMES
REWRITE THE ENDING
Students are encouraged to choose a story (or are provided a
story) then rewrite the ending.
Mechanics are self-explanatory.
ASSESSMENT IN
TEACHING
WRITING
ASSESSMENT
VS
TESTING
ASSESSMENT
is a broader term that encompasses all forms of
gathering information about student learning,
including testing.

TESTING
a specific type of assessment that typically involves
standardized questions or tasks.
PRODUCT ASSESSMENT
focuses on mechanics, sentence construction,
coherence, and cohesion.

PROCESS ASSESSMENT
focuses on audience, purpose, credibility, and
substance.
FORMATIVE EVALUATION
is ongoing and informal.
used to monitor student progress and provide feedback.

SUMMATIVE EVALUATION
the final assessment of student competence, often used to assign grades or measure
progress against standards.
PURPOSES OF WRITING ASSESSMENT
to reflect student growth as a writer
to inform students and parents about student
achievement
to guide instruction
to substantiate the grade-level standard met by
the learner
to evaluate the effectiveness of instructional
program
HOW TO ASSESS
WRITING?
HOW TO ASSESS WRITING?
Feedback
Peer correction and
feedbacking
Utilize technology
FEEDBACK
is a mentoring dialogue that helps the
learner’s repeated attempts to be
articulate.
marking of pupils’ written work should be
positive encouraging and indicative of
future steps.
TYPES OF FEEDBACK
Written Comments
Individual Conference
Recorded Feedback
WRITTEN COMMENTS
is commonly used by teachers
involves teachers writing their corrections on
the text using symbols for editing or indicate
comments on the margins on the students’
paper.
WRITTEN COMMENTS
INDIVIDUAL CONFERENCE
usually focused on the student’s ability to
comply with the given task.
requires the student’s ability to listen and
take note of the comments in their writing
journal.
RECORDED FEEDBACK
an alternative conferencing
teachers will check the outputs and audio-
record his/her comments to the students for
them to listen and follow.
STRATEGIES TO LIGHTEN THE TASK
IN ASSESSING WRITING
focus on a specific aspect or
competency.
agree and use written symbols.
PEER CORRECTION AND FEEDBACKING
a process where students exchange their
works with one another and give each other
correction/feedback.
it is not intended for grading, but the students
have to be oriented on wat to assess in their
classmates’ work.
PEER CORRECTION AND FEEDBACKING
UTILIZE TECHNOLOGY
word processors are already equipped with
editing features that can be helpful in text in
terms of grammar, structure, and mechanics.
OTHER ASSESSMENT STRATEGIES
Observation
Collection of Writing Samples
Anecdotal Records
Checklist
WHEN TO ASSESS
WRITING?
WHEN TO ASSESS WRITING?
Paired with Instruction
Timely Feedback
Formative Assessments
 HOW TO GRADE
WRITTEN OUTPUTS
RUBRIC
is a tool used for evaluating specific
criteria in assessment, with each
criterion assigned a rating.
FIVE ESSENTIAL CRITERIA (CALFEE
AND MILLER, 2007)
Idea
Organization
Voice
Sentence fluency
Convention
Presentation
IDEA
reflects the student’s understanding and mastery of chosen topic.

ORGANIZATION
the student’s logical structuring and appropriate use of presentation
patterns.

VOICE
the student’s unique perspective and writing personality, even when
incorporating researched ideas.
SENTENCE FLUENCY
ability to use language and syntax effectively.

CONVENTION
mastery of grammar, spelling, and mechanics.

PRESENTATION
the writer’s overall style.
 A RUBRIC CAN BE
HOLISTIC
holistic rubric assesses the output using a single scale criteria,
making it time-efficient and user-friendly.

ANALYTIC
analytic rubric is presented in a matrix format, with criteria listed in
the first column and different level of performance in the other
columns.
HOLISTIC RUBRIC
ANALYTIC RUBRIC
 ASSESSMENT
TASKS FOR
TEACHING WRITING
TASKS IN HAND WRITING
LETTERS, WORDS, AND
PUNCTUATION MARKS
COPYING LETTERS AND WORDS
PICTURE-CUED TASKS
Write the names of the picture in the blank.
SPELLING TASKS AND
DETECTING PHONEME-
GRAPHEME
CORRESPONDENCES
 SPELLING TEST
The teacher will dictate simple list
words, one word at a time.
 MULTIPLE-CHOICE TECHNIQUE
Choose the word with the correct spelling to fit the sentence, then
write the word in the space provided.

1. _____ going to the mall.

A. they’re
B. there
C. their
D. they
 INTENSIVE
(CONTROLLED)
WRITING
DICTATION
the test takers listen to stretches of discourse. A
paragraph is read at a normal speed, usually two-
three times; then the teacher ask students to rewrite
the paragraph from the best of their recollection.
GRAMMAR TRANSFORMATION TASKS
Change statements into questions.

Change the statements below into questions.

1. The scientist carefully conducted the experiment in the

laboratory.
2. She observed the results and recorded the data in her
notebook.
GRAMMAR TRANSFORMATION TASKS
Change from active to passive voice

Change the following sentences from active voice to passive voice.

1. The teacher graded the homework.

2. The mechanic repaired the car.
GRAMMAR TRANSFORMATION TASKS
Change statements to yes/no or wh-questions.

Change the statement to yes/no or wh-questions.

1. Kim will write a report about teaching speaking to share with her
classmates.
VOCABULARY ASSESSMENT TASKS
Define the words below and use them in a sentence.

1. Mitigate
2. Eloquent
3. Ponder
ORDERING TASKS
Reorder the following scrambled words to form a sentence.

1. cannot, I, concept, this, understand

2. sun, was, the, brightly, shining
3. baked, my, mother, carefully, cake, the
PARAGRAPH CONSTRUCTION TASKS

1. Topic Sentence Writing

Assessment consists of:
specifying the writing of a topic sentence
scoring point for its presence and absence
scoring or comment on its effectiveness in stating the topic.
PARAGRAPH CONSTRUCTION TASKS
PARAGRAPH CONSTRUCTION TASKS
 LESSON DESIGN
FOR
TEACHING WRITING
THE FOLLOWING ARE THE CONSIDERATIONS IN
DESIGNING THE LESSON PLAN:
A writing task that promotes academic
integrity.
A The suitable scaffold for the given
tasks
Specified Topic, Genre, and Purpose
A Clear Rubric for Evaluation.
A Reasonable set of deadlines.
 WRITING
INSTRUCTIONS FOR
BEGINNERS
WRITING INSTRUCTIONS FOR BEGINNERS

We need to know if they already have the skill

set like producing the
linguistic codes, writing conventions, and
writing mechanics
Plan teaching strategies ahead of time
Offer plenty of instruction for Accuracy
Engage the learners in the different stages of the
writing process.
PRESSLY, MOHAN FINGERET, REFFITT, AND RAPHAEL-
BOGAERT (2007), OFFER THE FOLLOWING
CHARACTERISTICS:

Engaging Activities.
Developmental Instruction.
Conducive Environment.
ENGAGING ACTIVITIES

Learning happens best when more senses

are involved.

DEVELOPMENTAL INSTRUCTIONS

Use process approach even at the earliest

stage It was proven that plan-revise-rewrite
is more effective than draft-revise-final.
CONDUCIVE ENVIRONMENT

Incite students to write by providing not only

the motivation but also the scaffolds to write
effectively providing varied materials i.e.
Greetings or dedication corner.
 WRITING INSTRUCTION FOR
INTERMEDIATE ANG ADVANCED
LEARNERS
WRITING INSTRUCTION FOR INTERMEDIATE AND
ADVANCED LEARNERS
Importance of writing as a tool of learning (newell,
koukis, &boster, 2007)

Note Taking
Reporting
Summarizing
Journal Writing
Creative Writing
NOTE TAKING
extracting and recording relevant information
from different types of texts for future use.
REPORTING
recounting and writing the events that
happened.
SUMMARIZING
looking for patterns across a range of events and
ideas and presenting the information concisely.
ANALYZING
breaking down ideas, noting details, and
determining relationships and causality.
JOURNAL WRITING
a means of self-expression and reflection

CREATIVE WRITING
literary writing that provides personal and
imaginative ways of exploring ideas and
experiences.
THREE WRITING GENRES AS A GUIDE IN
ORGANIZING WRITING LESSONS
(WILFONG, 2015)
THREE WRITING GENRES AS A GUIDE IN ORGANIZING WRITING
LESSONS (WILFONG, 2015)

Narrative: recounts factual events or tells a

fictional story.
Informative: involves factual information.
Argumentative: appeals to reason or emotion.
REFERENCES
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Comparative-Study-On-Teaching-Writing-Using-Guided-Writing-And-Interactive-Writing-A-Quasi-
Experimental-Study-At-Eleventh-Grade-Of-SMA-N-3-Boyolali-Academic-Year-20162017-CHAPTER-2.pdf

Resources for Writers: The Writing Process. (n.d.). MIT Comparative Media Writings/Studies.
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Rivers, Brown, Elbow, Tarigan, Harmer, Suparno, Jonah, Nation, Diana Eka Tegatingtyas, Nunan, Suleiman,
Brown, & Hood. (n.d.). THEORITICAL REVIEW. In N/A.
https://repository.ump.ac.id/4647/3/DIANA%20EKA%20CHAPTER%20II.pdf

Scribbr. (n.d.). What is proofreading?. Retrieved October 9, 2024, from https://www.scribbr.com/language-

rules/what-is-proofreading/

University of Arkansas at Little Rock Writing Center. (n.d.). Tips for effective proofreading. Retrieved October 9,
2024, from https://ualr.edu/writingcenter/tips-for-effective-proofreading/
REFERENCES
Myhill, D. (2021). Grammar re-imagined: foregrounding understanding of language choice in writing. English in
Education, 55(3), 265–278. https://doi.org/10.1080/04250494.2021.1885975

Creative Writing Now. (n.d.). Short story ideas and creative writing prompts. Creative Writing Now.
https://www.creative-writing-now.com/short-story-ideas.html

5 Enjoyable English Writing Games That Turn Practise Into Playtime. English Online Course - British Council.
(n.d.). Retrieved October 10, 2024 from https://englishonline.britishcouncil.org/blog/articles/5-enjoyable-
english-writing-games-that-turn-practise-into-playtime/.

https://cognitiontoday.com/teaching-aids-and-instructional-materials-tools-for-teachers-and-students/

https://thewritepractice.com/teachers/

https://ncte.org/resources/writing/