Adrian Doff (1988) Writes the Main Importance of Writing at This Level (Elementary) Is

PROCESS APPROACH TO WRITING

HISTORICAL APPROACHES

HOW TO PROMOTE CREATIVE WRITING

DIAMOND

PROCESS WRITING

PORTFOLIOS

ERROR CORRECTION?

WHERE THE WILD THINGS ARE

1. HISTORICAL APPROACHES TO WRITING IN ESL

A: 1945 – controlled and guided composition

· Learning is habit formation

formal accuracy and correctness, systematic habit formation,

“first language interference”

· “positive reinforcement of appropriate second language behavior.

· Controlled composition model = “handmaid” of other skills (reading,listening, talking..)

· Text becomes collection of sentence patterns.

B: BRIDGE BEWTWEEN FREE AND CONTROLLED

· mid-sixties tried to BRIDGE between free writing and controlled writing.

· pattern drill “

· Provide the student with a form within which he might operate.

· Topic sentences, support sentences, concluding sentences, transitions…”

· Exemplification, comparison, contrast, definition, casual analysis,

· Essay development – (paragraphs, organizational methods)

· Writing is a matter of arrangement!

· Writer fills in preeixisting form

C: PROCESS APPROACH

Teacher = facilitator

Drafting, editing , multiple drafts

Writing is as journey of self discovery

encourage creative thinking and writing

writing is a PROCESS!!

Providing positive encouraging collaborative workshop environment within which students can develop strategies

Writer is the center of attention

HOW TO PROMOTE CREATIVE WRITING

The teacher's role is to:

· Establish a warm and nurturing environment for learning to take place;

· Serve as a model for students;

· Address various student interests and abilities;

· Provide opportunities to explore various genres and writing styles;

· Bring in a variety of literature and great authors to serve as models;

· Celebrate success.

Shared Writing
Model how a good writer thinks of topics, sequences ideas, organizes the text, and practices mechanics of writing while getting their ideas down.

· Demonstrate how to keep ideas flowing without getting overwhelmed or bogged down with mechanics.

· Encourage children to participate in formulating the text with you by asking for questions and comments as you are working.

· Thank children for helping you come up with such a great piece of writing that everyone can share.

PROCESS WRITING

This is an approach to teaching writing which focuses on the process, rather than final project.

The Three Basic Stages -Prewriting, Writing, and Revising.

In Prewriting - think about your subject and purpose and organize those thoughts onto paper.

At the end of the prewriting stage, you should know what you want to say and how you want to organize your points.

"If you don't know where you're going, that's where you'll end up."

Why prewriting?

· helps to stimulate interest

· develops concepts and ideas

· gives students confidence

Some prewriting activities

· brainstorming

· mapping

· listing

· outlining

Editing

Why edit?

· enables students to write freely without frustration

· write immediately after prewriting stage

· improves the content

Draft #1

Revise to improve content

Revise to improve organization

Revise to improve sentence structure

Revise to improve vocabulary choices

Revise to improve spelling and punctuation errors

Writing/Publishing/sharing

· in class/school magazine

· letters to other pupils/teachers

· email projects

· bulletin boards

· booklets/stories

WHAT IS A PORTFOLIO?

Definition: "A purposeful collection of student work that exhibits the student’s efforts, progress and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection."
(Paulson, Paulson, Meyer 1991)

In this way a portfolio is a living, growing collection of a student’s work -

each addition is carefully selected by the student for a specific reason which s/he will explain.

The overall purpose of the portfolio is to enable the student to demonstrate to others learning and progress. The greatest value of portfolios is that, in building them, students become active participants in the learning process and its assessment.

WHAT IS A PORTFOLIO?

1. A portfolio is not just a collection of student work, but a selection - the student must be involved in choosing and justifying the pieces to be included.

2. A portfolio provides samples of the student’s work which show growth over time.

3. By reflecting on their own learning (self-assessment), students begin to identify the strengths and weaknesses in their work. These weaknesses then become improvement goals.

4. products of classwork, and are not divorced from class activities like test items.

5. It enables students to show quality work, which is done without pressure and time constraints, and with the help of resources, reference materials and collaboration with others.

6. A wide range of skills can be demonstrated.

7. It demonstrates progress over time

9. Students have to reflect on their own progress and the quality of their work in relation to known goals.

10. Students are assessed in GROUP WORK as well as individual work.

11. Students are EMPOWERED and have OWNERSHIP of material.