TEACHING WRITING

Group Members

A42459 Trịnh Thanh Bình A41051 Đặ ng Thu Trang

A43795 Hoà ng Minh Cườ ng A41390 Trầ n Thị Thu Hiê n

 Table of content

1. What is writing and teaching writing

2. The basic foundations
3. The mechanics of writing

4. Factors for poor writing

5. Factors for good writing

6. Principles for teaching writing

7. Teaching Sequences

8. Sample of a genre-based lesson

7. What can teachers do to help

What is writing and teaching writing?
"Writing" is the process of using symbols, letters of the
alphabet, punctuation and spaces to communicate thoughts
and ideas in a readable form and it is a medium of human
communication that involves the representation of a
language with symbols.
- Some types of "writing": copying, doing exercises, guided
and unguided writing, and process writing.

The teaching of writing is a processe which aims to make

the student aware of it as a structured procedure in three
parts: writing planning, writing from writing drafts and
reviewing drafts before writing the final text.
THE BASIC FOUNDATIONS
 The mechanics of writing
(part of speech, abbreviation, punctuation, capitalization, and spelling,).

• are the basic categories that words belong to, and they govern how the
Part of speech
words relate to each other.
• need to understand nouns and pronouns, verbs and adverbs, and how to
correctly use prepositions and conjunctions.
example:
place adjectives before the noun they modify (“small dog” “beautiful flower”),
adverbs after the verb they modify (“said angrily” “walked quickly”).

Abbreviation • always introduce an abbreviation or acronym the first time you use it in a
piece of writing.
• most common method is to first write out the abbreviation or acronym,
capitalizing each letter, and introducing the acronym you will use going
forward.

example:, “The Food and Drug Association (FDA)” or “English as a Second Language (ESL)”.
 The mechanics of writing
( part of speech, spelling, capitalization, punctuation and abbreviations ).

is tricky, overlapping rules with grammar, writing mechanics, writing

capitalization conventions and style guides..
• capitalize the first word of a document, the first word of a sentence, and the
first word of a direct quote within quotation marks
• capitalize proper nouns, including the names of people, places, and
companies, and capitalize their initials or acronyms
• capitalize the days of the week, months of the year, and historical eras (“the
Great Depression”)

punctuation 14 punctuation : period, question mark, exclamation mark, comma mark,

comma mark, colon, dash, hyphen, underscore, parenthesis, hyphen, quotation
marks, quotation marks, periods.
example:
• commas are used in lists, in conjunctions and splices, in quotations, in
phrases…
• period are used to end a sentence, mark the end of an incomplete sentence
(or sentence fragment), print abbreviations with lowercase letters (e.g., i.e.),
separate initials before a surname (L.M. Montgomery)
• Quotation marks are used to quote direct speech, sayings or special phrases
from other sources.
 The handwriting problems and what teacher should do
Problems Solutions
• encourage them to tilt the paper slightly clockwise
The child is left-handed • bring their elbow in towards the waist so their hand moves below
the line of writing and they can better monitor what they’re doing

The child’s writing is illegible

• Poor motor ability – they can’t control the pencil and may form
letters inaccurately. • Teachers can hold students' hands to correct the letters
• visual-perceptual problems – they may not yet understand the • give them more sample letters for students to practice writing
concept of letter forms; for example they may form an ‘a’ as a ‘u’
and a ‘g’ as a ‘y’ or reverse letters.
• Attention deficit disorder – they write too fast, losing accuracy
• ‘Pinching clothes pegs and picking up small beads are both
things to do to encourage good grip.
The child hold pencil incorrectly • enjoy non-writing tasks with a pen or pencil with your child,
like colouring or dot-to-dot puzzles

Have difficulty writing because the language forms in different

countries are different.
For example, Chinese and Japanese countries used hieroglyphs
instead of Latin.
 The spelling problems and what teacher should do

Some common mistake :

• Omission of letter(s):
• Addition of letter(s),
• Reduplication of letter(s),
• Incorrect/none use of apostrophe,
• Wrong prefixes and suffixes,
• One/Two faulty grapheme per word,
• Order error
Some activities:
• Fill in the missing letters
• Set up a classroom word wall
• Create rhymes and raps using spelling
• Make a fun crossword
• Jumble word
• Use arts and crafts to encourage spelling
The spelling problems and what teacher should do
Sentence Structure ( S-V-O)
4 . 4 S t r u c t u re Fragments :lacks a subject or a verb.
example: “The red pen that the girl had” is a fragment
“The girl had a red pen” is a complete sentence.

Run-ons: simply doesn’t use conjunctions or punctuation correctly

example:“The train jumped the track the passengers were not injured”
“The train jumped the track. The passengers were not injured.”
Common mistake

Dangling participles: an adjective or participle is used incorrectly.

example, “Topped with cheese, I ate the burger.”

Faulty parallelism : two or more parts of a sentence are equivalent in meaning

but not grammatically similar in form.
example: I like running, to go swim, and hiking.
I like running, swimming and hiking
FACTORS FOR POOR WRITING
 Factors for poor wr iting

Insufficient grammar and vocabulary

Lack of ideas and background knowledge about the topics

Disregards writing as integrated with other language skills

The product approach overemphasizing correcting surface errors (vocab, grammar)

Large size of writing classes (hard to give individual feedback)

Factors for poor wr iting

Genre

The Writing Process

Building the writing habit

Genre

Which genres are important and/or engaging for our students ?

 Show them examples of texts within a genre

 The Writing Process

When students are writing-for-writing, we will want to involve them in the

process of writing. In the ‘real world’
 We will need to encourage students to plan, draft and edit before producing the final
version
 Building the writing habit

Many students either think or say that they cannot, or do not want to write

 We need to engage them, from early levels, with activities which are easy and enjoyable
to take part in
FACTORS FOR GOOD WRITING
 Attend to vocabulary

Factors for good writing

Attend to meaning

Attend to grammar

Develop strategies to manage a degree of uncertainty

Work with their writing to improve it

Create opportunities to write outside of classroom

Actively generate their own interest to write

Principles for Teaching Writing
 Principles for Teaching Writing
Meaning-focused
Learners should bring experience and knowledge to their writing.
Input

Learners should do lots of writing and lots of different kinds of writing.

Learners should write with a message-focused purpose.

Writing should interest learners and draw on their interests

Meaning-focused
Learners should experience a feeling of success in most of their writing
Output

Learners should use writing to increase their language knowledge

Learners should develop skill in the use of computers to increase the quality and speed of
their writing

Writing instruction should be based on a careful needs analysis

 Principles for Teaching Writing
Language-
Learners should know about the parts of the writing process
focused Learning

Learners should have conscious strategies for dealing with parts of the writing process

Learners should give attention to clarity and fluency in producing the form of the written
script when L1 uses a different script or when learners are not literate in their L1

Spelling should be given an appropriate amount of deliberate attention largely separated

from feedback on writing

Fluency Learners should increase their writing speed so that they can write very simple material
Development at a reasonable speed.
WRITING SEQUENCES
 Product Approach
Definition

• A product approach is a traditional approach, in which

students are encouraged to mimic a model text, which is
usually presented and analyzed at an early stage.

• Product approach in which the focus is on form, is a

traditional, text-based approach which is still used in
many materials today.
 Product Approach
A product-oriented lesson is usually carried out in four stages:

Stage 1
Models texts are given to students and important features are highlighted.
Familiarization

Stage 2
Isolated controlled practice of the highlighted features is provided in this
Controlled
stage.
writing

Stage 3
Guided writing Ideas are organized in this most important stage.

Stage 4 Students individually produce the final product by using the skills, structures
Free writing
and vocabulary they have been taught.
 Product Approach
Definition
Process Writing is an approach to teaching writing that allows students to

go through the process of producing a text. In process writing, students

have the chance to think about what they are going to write, produce

drafts, revise, edit, and give and receive feedback on their work before

coming up with the final version of the text. A process approach to writing

contrasts with a product approach, where the main idea is to reproduce a

model text.
 Stage 1 Brainstorming and discussion are used to generate ideas.

Students note down their ideas and judge quality and

Stage 2
usefulness of those.
Stages

Ideas are organized into a mind map, or linear form, which

Stage 3
would help students with the structure of their texts.

Stage 4 Students write the first draft.

 Students become the readers of each other's work by
Stage 5
exchanging their writing with a classmate.

Stage 6 Drafts are returned and improvements are made.

Stages

Stage 7 A final draft is written.

Stage 8 Students’ writing are evaluated and teachers provide

feedback on it.
Stages
Stages
 Product Approach vs Process Approach
The product approach The process approach

The starting point is often the analysis of a model text. A model text may be introduced after students have first

Lack of creativity and personalization. written something of their own.

 Encourage students to create and elicit their own

language, background knowledge and ideas.

The focus is on what writers produce. The focus is on what writers do.

Much of the writing process is left to students. Each stage of the writing process is trained by the

Students can not know how to write independently teachers through tasks.

because lack of writing skills. Emphasis on the full of skills in writing

(brainstorming, drafting, review, and editing.)

 Product Approach vs Process Approach
The product approach The process approach
Writing is done alone. Writing is a collaborative process.

Work is evaluated by the teacher. Work is evaluated and re-evaluated by writers themselves,

peers and the teachers.

Focus on the appropriate use of vocabulary, grammar. Writing moves naturally from invention to convention.

Students can avoid spelling, grammatical mistakes. Focus on ideas in writing first, spelling and grammatical

mistakes are dealt with later.

Time-saving Could be time-consuming with large classes.

Easier to teach. Harder to teach because teachers may not provide

learners with adequate linguistic knowledge.

 Genre Approach

What is “genre”?
• Genre is a process of communication which has a certain goal (goal oriented) for its
members in a certain event of communication due to certain social contexts.

• Genre is a matter of communication event by social context. Consequently, the

different social context then, tends to lead to different genre.
 Genre Approach
What is “genre in writing”?

• Genre in writing or genre writing is a kind or type of writing in which it has

a typical style, particular target of readers, and a specific purpose.

• Genre approach to teaching writing focuses on teaching particular genres

such as essays, assignments, and other pieces of writing that students need
to be able to produce in academic settings or social and cultural practice.

• This might include a focus on language and discourse features of the texts,
as well as the context in which the text is produced.
 Genre Approach
There are four stages in genre approach:

Stage 1 Building knowledge of the field - learners are provided with background
content knowledge so that they can carry the task and achieve the goals.

Stage 2 Modelling of text - learners are introduced models with whole language in
context.

Joint-construction of the text - teacher and students work collaboratively to

Stage 3
produce a text reduplicating the model.

Stage 4 Independent construction of the text - learners work on their own

independently to produce their texts.
Genre Approach
SAMPLE OF A GENRE-BASED LESSON
 Sample of a genre-based lesson
Lesson: Writing an Email

Stage 1: Building Knowledge of the Field

1.Discuss the purpose of emails:

Email is used for many different purposes, including contacting friends, communicating with

professors and supervisors, requesting information, and applying for jobs, internships, and

scholarships.

2. Figure out different types of emails: formal, informal, business, personal.

Sample of a genre-based lesson
Sample of a genre-based lesson
Stage 2: Modeling of Text

1. Model Email: Present a model email on a familiar topic.(for example: talking to

friend about a trip)

2. Interactive Analysis: Collaboratively analyze the model. Discuss the tone, language
choices, and overall structure, then highlight key elements such as the subject line,
greeting, body content, and closing.

3. Grammar and Style: Discuss the use of appropriate grammar, vocabulary, and style
in email writing.
Sample of a genre-based lesson
 Sample of a genre-based lesson
Discuss the use of appropriate grammar, vocabulary, and style in email writing.
Opening:
• Thanks for your letter/present/invitation.
• I’m so pleased to hear…
• It’s great to hear…
…
Body:
• Anyway, the reason I’m writing to…
• I thought I’d write to tell/ask you about…
• Anyway, I was wondering…
…..
Closing:
• Write back soon.
• Looking forward to hearing from you soon.
• Kết thú c bà i : Yours faithfully/ Yours sincerely,...
Sample of a genre-based lesson
Stage 3: Joint-construction of the Text

1. Choose a relevant and engaging topic for the email (e.g., inviting a friend to an
event).

2. Brainstorming: Collect ideas from students on what information should be

included in each section of the email.

3. Drafting: Write the email collaboratively, allowing students to contribute own

ideas and phrases.

4. Peer check: Review the jointly constructed email as a class. Discuss what works
well and areas for improvement.
Sample of a genre-based lesson
Stage 4: Independent Construction of the Text
1. Topic Selection: Each student selects a personal or fictional scenario to write an
email about.

2. Drafting Individual Emails: Students independently draft their emails, applying

the knowledge gained during the lesson.

3. Peer Editing: Pair students for peer editing. They review each other's emails,
providing constructive feedback.

4. Final Revisions: Students make final revisions based on peer and teacher
feedback and submit their completed emails.
W H AT C A N T EAC H E RS D O TO H E L P
 Discuss ideas
with others to Select
Choose a topic Choose a genre Get ideas
get new between ideas
perspectives
Make notes, Find grammar Do practice Study sample
exercise on and model texts
Sequences diagrams, etc to and lexis
language items similar to what
ideas help organize suitable for the they want to
that will be
ideas text write
usefull

Plan the Co-write

Draft a rough Get feedback on Get feedback on
organization of sections of text
text content language use
their text in groups

Make Find
Write a final
alterations and appropriate
version
rewrite readers
 What can teachers do to help
RAFT approach
- is a writing strategy that helps Ss understand their role as a writer and
communicate their ideas clearly by developing as sense of audience and purpose
in their writing
- stand for Role , Audience, Format, Topic 2
+ Role : Who or what are you as the writer? A pilgrim? A soldier? The President?
+ Audience : To whom are you writing? A friend? Your teacher? Readers of a
newspaper?
+ Format : In what format are you writing? A letter? A poem? A speech?
+Topic : What are you writing about? Why? What’s the subject or the point?
1. Controlled writing

Focus on establishing grammatical patterns, sentence structure,

punctuation and word order.

2
Most controlled writing focuses on form and techniques of writing
rather than the content.

 Scaffold children’s understanding of the building blocks of language

1. Controlled writing
a, Reordering words
- Ss rewrite or reorder the sentences so they can make grammatical sense. It can be separate
sentences or a short paragraph.

ex : Rewrite these sentences below

we/ six o’clock / and / tea / drink / get up / at.2
then/the patients/wake/go/and/the wards/we/round.
sometimes/medicines/injections/them/we/or/give.
b, Substitution
-Ts will give a model sentence and Ss will replace some words( verbs or noun…) in the
sentences and rewrite in their own ways
ex: Write a true sentence like this about yourself
I enjoy playing football and reading adventure stories.
1. Controlled writing

c, Correct the facts

-Ts will provide a picture and certain sentences related to the picture but just in
some aspects, not totally right, Ss have to rewrite the sentences so that they match
the picture 2
ex: Rewrite the sentences so that they match the picture

At the supermarket, I saw an old woman sitting in a chair.

She was selling eggs. It was raining
2. Guided writing
a, Using pictures
Ts provides certain pictures about a story and some sentences as the opening of
the story. Ss will continue writing the rest of the content of the pictures the way
they want with several suggested structures

ex : One day, grey cat and orange cat

go fishing. Time goes by, orange cat has
2
lots of fish, but grey cat doesn’t have
any fishing.
2. Guided writing

b, Using music
- Ts can play a piece of music and Ss have to imagine and write out the content or
scene they think. Ts can provide the first sentences of the story and let Ss
complete the story based on the music, or Ss will create their own stories they
2
want, then read it out loud in front of class and class will guess which music
excerpt inspired it.
3. Collaborative writing :

- Ts can write a sentence on the board, give Ss a paper. They have to develop the
story based on the given sentence, but every student only write one sentence,
they will pass to the others when they finish. Finally, the paper gets back to the
first S to write the conclusion.

2
4. Comic strip script :

- Ts provide a comic strip without words in the dialogue, Ss will create

ideas and the conversation themselves to fit the details of the pictures

2
 MUSIC ON
Listen to a song, try to imagine and write out the content or scene
based on the song the way you think
Song : Bad liar
The first sentence is : “ oh, my dear , it’s been a difficult year and terrors
don’t prey on innocent victims “
2
THANK YOU !