THE BRITISH COUNCIL AND MATE TEACHERS’ DAY

WHO SAYS WRITING IS NOT FUN TO TEACH? BY RACHIDA GUELZIM BRITISH COUNCIL RABAT

OUTCOMES OF THIS SESSION By the end of this session participants will be able to: Explain key concepts related to Writing Distinguish and practise the subskills of Writing Understand process writing by participating in a process writing lesson

UNSCRAMBLE THESE WORDS 1/ gniitrw 2/ socerps 3/ rahapprag 4/ticlera 5/ troper 6/catotiunnp 7/gitined 8/naplinng 9/tyors 10/empo

1/writing = gniitrw 2/ Process = socerps 3/ rahapprag = paragraph, 4/ ticlera = article, 5/ troper = report, 6/ catotiunnp = punctuation, 7/ gitined = editing, 8/ naplinng = planning 9/ tyors = story 10/empo = poem

The sub-skills of writing Spelling planning proof-reading punctuation appropriate style clear handwriting / letter formation drafting correct grammar appropriate vocabulary paragraphing organising ideas logically linking paragraphs keeping to the point lay-out linking sentences within paragraphs List what sort of things you usually write. Dicsus Q in pairsHIGHLGIHT DIFFERENCES BEWTWEEN S AND W SEE TKT TRAINERS NOTES. Which of the ones above relate to accuracy and which relate to communication?

The sub-skills of writing Spelling (A) planning (C) proof-reading (C) punctuation(A) appropriate style (C) clear handwriting/ letter formation (A) drafting (C) correct grammar (A) appropriate vocab (A) paragraphing(A) organising ideas logically(C) linking paragraphs(A) keeping to the point (C) lay-out (A) linking sentences within paragraphs (A) Ok so we need accuracy and the ability to coomunicat but what else? Ss need an awarenss of audience and purpose to write. Follow Up Q: which sub skills u your s need to focus most on? Which of the ones above relate to accuracy and which relate to communication?

THE PYRAMID

1. TO HELP SS WITH SPELLING 2. TO HELP SS WITH WORD CHOICE 3/ TO HELP SS WITH USING SPACING BETWEEN LETTERS 4/ TO HELP SS WITH PROOF-READING 5/ TO HELP SS WITH LAYOUT 6/TO HELP SS WITH CAPITALISATION AND PUNCTUATION 7/TO HELP SS WITH PLANNING AND ORGANISING IDEAS 8/ TO HELP SS WITH LINKING IDEAS IN SENTENCES

ANSWERS ACTIVITY A ………… ACTIVITY B …………. ACTIVITY C …………. ACTIVITY D …………. ACTIVITY E …………. ACTIVITY F …………. ACTIVITY G …………. ACTIVITY H ………….

STAND UP! 1/ THINK 2/ PAIR 3/ GROUP 4/ PUBLISH

HEADLINE MYSTERY DISAPPEARANCE OF AN AMERICAN TEACHER TRAINER IN CASABLANCA.

IN YOUR GROUPS , WRITE AS MANY QUESTIONS AS YOU LIKE THAT YOU WILL ASK ME. THE ANSWERS TO YOUR QUESTIONS WILL HELP YOU WRITE A REPORT TO A NEWSPAPER.

1/ HEADLINE 2/ GENERAL INFO ABOUT THE CRIME/THE KIDNAPPING 3/ MORE DETAILS ABOUT WHAT HAPPENED 4/ A DESCRIPTION OF ANY SUSPECTS OR CRIMINALS 5/ WHAT POLICE ARE DOING TO SOLVE THE CRIME/KIDNAPPING.

1/ NOW IN YOUR GROUPS, WRITE THE REPORT MAKING SURE THAT YOU INCLUDE ALL THE INFO FROM THE QUESTIONS. 2/ EXCHANGE YOUR REPORTS USING THE CHECKLIST. 3/ WRITE COMMENTS OR SUGGESTIONS FOR IMPROVEMENT BASED ON THE FOLLOWING CHECKLIST.

Checklist for editing Is the information grouped into logical paragraphs? Are the paragraphs in a logical order? Is there any unnecessary information? Is any necessary information missing? Are there any parts that you can't understand? Are a lot of the same words repeated? Can more precise words be used? Is there too much repetition of linkers like and, but, then etc? Do all the verbs agree with their subjects? (e.g. she are/is …) Have articles (the, a, an) been used correctly? Have the correct verb forms been used? Is the punctuation correct? Have all the words been spelt correctly?

4/ GIVE THE REPORTS BACK TO ORIGINAL GROUP 5/ REWRITE THE REPORT MAKING THE NECESSARY CHANGES.

STICK THE REPORTS ON THE WALL. WALK , READ AND SELECT THE BEST ONE. NOW THINK BACK AND WRITE DOWN THE STAGES YOU HAVE BEEN THROUGH.

THINGS TO REMEMBER TO MAKE WRITING FUN

Components of good writing activities Age appropriacy Right level of challenge Does the task clarify the audience and purpose. Is there time time for gathering ideas and redrafting? Is there an authentic model for my learners? Integrated skills – does it integrate writing with one or more other skills (reading, listening, speaking) as in real life? is the topic and genre suitable for the age of my learners, i.e. something they are interested in and may have to write about outside the classroom? 2-is it too easy or too difficult, in terms of level of English and previous writing experience required?

TEACHING WRITING Model it Demonstrate it Practise it Critique it Scaffold it Including ‘bad’ models Show students the process of writing Correct/change/improve Make it collaborative Move from small to larger sections www.geoffbarton.co.uk

TEACHING WRITING GB’s Final Thoughts See things as a writer, not just a reader Explore texts actively - meddling, rewriting, editing Demonstrate the writing process yourself Talk about grammar where it helps, not as an end in itself Start with small units of writing … then build up Encourage experimentation, risk-taking, creativity Enjoy! www.geoffbarton.co.uk

DEPENDENCE INDEPENDENCE TEACHING WRITING You don’t teach writing merely through: Reading aloud Showing models Highlighting genre features Correcting first drafts Lots of bullet-points after the task Model it Demonstrate it Practise it Critique it Scaffold it DEPENDENCE INDEPENDENCE www.geoffbarton.co.uk

A JOKE!!! An elementary school teacher sends this note to all parents on the first day of school. "If you promise not to believe everything your child says happens at school, I will promise not to believe everything your child says happens at home.

THANK YOU rachidaguelzim@yahoo.fr