Topik 7 la pulak..

TOPIC 7: INTEGRATION OF SKILLS
1. Guidelines for integrating grammar into writing instruction:

1. text analysis (useful as an inductive approach for helping learners who are already familiar with prescriptive grammar rules, focus on proficiency, avoid too complex/ lengthy writing, look for text with ample instancesof the grammatical feature to be analysed
2.  guided writing practice (the activities should have a purpose other than simply grammar practice)
3. dictation
4. text elicitation
5. text conversion
6. text completion

-Consideration in making choices about grammar instruction:

• age
• proficiency level
• educational background

 2. Guided writing activities:

• editing
• error detection / correction exercises
• read-aloud technique
• algorithms (flow chart)
• teacher correction & feedback on errors

3. Writing about literature
-literature teachers require studs to:

• write about what they have read & show how a writer handled one component of a short story/play/poem
• relate how 2 different tasks treat a specific component
• weigh a number of components and then find out the writer's objective
• air their responses to some work

-also to apply the writing guidelines : focusing, gathering, information, organising, writing, revising & editing
-components of literature: plot, point of view, character, setting, symbols, irony & theme
-procedure writing a paper on literature: focusing, gathering information, organising, writing, revising & editing

teacher yang bersungguh-sungguh mengajar...hehe

TOPIC 8 : Transcripts, portfolios & exam paper
1. Transcriptions: entails a number of different skills- knowing letter shapes, printing & handwriting, punctuating, spelling & practicing neat, attractive presentation.
-The rationale:

• to form writing looks & how legible it is
• to make the writing easy to read
• punctuation makes things easier to read & can change the meaning
• poor spelling can be disturbing for readers, & make a stronger impression than ur composition

-Steps for transcription:

• never ask studs to recopy precisely when there is no audience
• do not criticise/compliment studs about spelling except at final editing
• allocate sufficient opportunities to display their writing
• always expect precise & error-free spelling in a final draft

2. Spelling
-Several types of cues when to spell words:

• sound cues
• function cues
• meaning cues

- Teaching the skills of spelling:

• publish/ display studs' writing
• enlighten that spelling is a thinking activity
• educate studs when, where & why spelling is important
• stimulate studs to spell
• assist studs to progress to the next stage of developmental spelling
• provide info about word formation
• highlight interesting facts about links between words, words origin
• link word into 'word families' which have same spelling pattern
• show the studs how their knowledge about spelling is progressing
• encourage games & puzzles that involve words and spelling

 3. Writing portfolio
a).-innovative way to evaluate studs writing as well as written record of their work
-Rationale:

• to show studs progress
• to evaluate composition
• to evaluate the stud's use of language

b). Anecdotal records: as a kind of journal
-The observations including:

• things u notice while u observing the stud at work
• particular problems the stud encounter, how they solved
• changes the kind /quality of writing
• how out-of-school factors are affecting the stud in school
• comment from other tcers
• interaction with the parents
• notes on a stud's use of another language

 c). Checklists
-two basics types of checklists:

1. an observation checklist
2. a checklist for growth overtime

d). Evaluation profile
- a way of recording & passing on information with the child throughout the school experience

e). Reporting to parents
- Monitoring these areas:

• the stud's understanding of the purpose, process & methods of working
• the stud's strengths & weaknesses
• the stud's growth & development

f).  A school writing policy: is a statement of beliefs about writing & the teaching of writing

4. Writing for exams
-Steps to assist studs to do well in essay exam:

1. dispelling myths about writing
2. preparing for the exam
3. reading the questions carefully
4. planning ur answer
5. writing a clear & well-organised essay
6. proofreading the essay

"gelabah itu punca hilang segala idea"

Nota padat

TOPIC 6: Writing summaries, resume, job applications & report
1. Summary: also known as an abstract or precis, shorten the original/actual material to its main points & supporting details.
-Steps to summarise:

• preview the article by looking at the tittle, subtittle/caption, introduction, last paragraph, pictures & words/phrase that highlight specific details
• read for understanding first
• reread & pay attention to important details
• jot down main ideas & supporting details
• write ur 1st draft
• prepar ur final summary

-Summarising a book:

• preview the tittle & table of cntents
• pay attention to number of pages, index, glossary & appendixes
• 1st & last topic that convey the preview
• look at opening & closing paragraphs
• take note of pictures, diagrams & chart

2. Two things u are supposed to do when writing the report:

• Part 1: summary of the book (specify author, tittle, publisher,date of publication..Summarise by condensing the content...Describe objectively)
• Part 2: reaction to the book (concentrate the guide questions, judge the value of the book)

3. Formal report: a brief description on how to write a report
-Tips when writing formal report:

• be formal
• all points precisely elaborated
• the address should be clearly written
• use appropriate transitional words

-General rules when writing a report:

• Each paragraph should represent a single main point
• personal responses should be justified with specific details or reasons
• the report should adhere to a basic pattern of organisation
• transitional words should be used to link ideas & details
• use quotation when necessary

4. Writing a resume & job application letter:
-resume: self-promoting document, aim of quick overview
-Important points when writing resume:

• in order to impress, vital that the resume is meticulous
• use computer to type a tidy resume (size 81/2 by 11 inches)
• has same margin on all sides
• capitalise all headings
• use model resume to guide u
• write ur educational & employment particulars backward in time
• make it precise & concise
• free from errors!

-should highlight strengths and not weaknesses
-need to inform the people concerned before listing them as ur reference
-Job application letter : the cover letter of the resume & to provide brief introduction & to attract the attention of a potential employer
-Points to note when writing JA:

• state clearly that u are applying for the job advertised & mention where u saw the advertisement
• letter should have a formal layout, keep it short, end letter with "yours sincerely"/ "kind regards"

5. Paraphrase & summary writing
-paraphrase: write the exact meaning of a text in ur own words
-summary writing: to rewrite briefly the important points of a text
-Similarities between paraphrase & summary:

1. use precise words(verbs) to show tht u are reporting the ideas & information from another source
2. use ur own mode of expression or style of writing to describe the source ideas/information
3. use writer's personalised style to rewrite the text

Oh em gee....esok exam!!!

hmmm...focus

Topic 5: Guidelines  for writing paragraphs
1. Characteristics  of the paragraph :

• Unity : must have single generalisation as the focus of attention, control the content of every sentence, stick to main point, avoid irrelevancies
• Coherence: the sentence are clear, logical & grammatically correct.

2. Revising for coherence:

• check the topic sentence
• avoid mixed constructions
• use pronouns that refer only to identifiable antecedents
• use similar grammatical structures to achieve balance in sentence
• use transition words to help the reader move easily through your writing
• repeat key words to attract & hold ur reader's attention

3. The point paragraph outline (PPO)
-Purposes: will make the focus & evidence of the paragraph more specific & clearer, makes it easier to comprehend.

4. Process for planning PPO:

• Choose a topic
• use pre-writing techniques  to generate ideas
• construct a possible topic sentence with controlling ideas
• begin constructing the PPO
• modify the topic sentence
• write a concluding sentence that summarises, offer solution, make recommendation/prediction

5. Organising your essay
-All essays have 3 parts: beginning(introduction), middle (body), end (conclusion)
a) The introduction has 3 parts: opening sentences, transition, thesis statement
b) The body (not Heidi Klum tau..hehe) comprises 3-4 paragraphs
c) The conclusion :summarises the ideas mentioned & concludes the essay

6. NARRATIVE ESSAYS
-relates a series of events
-action plays a central role in a narrative writing
-conflicts: motivate & construct the action
-points of view: either use 1st person or 3rd person
-main events: comprised of several events
-dialogue: can assist in involving the reader into the story
-punctuated correctly to denote the shift from 1 speaker to another
-planning & drafting: 1) brainstorming session 2) construct a framework to show main events 3) insert dialogues appropriately & logically, denote resolution to the conflict 5) get some feedback
-writing the supporting details
-Steps to follow:

• write the topic sentence
• write the supporting ideas
• write some examples
• relate the ideas

7. COMPARE-CONTRAST WRITING
-to observe on 1 or more subjects for likeness, differences or people, concepts & places
-share the same ground in selecting items for the comparison/contrast
-Organising a C/C writing:

• the block/ parallel pattern
• alternating/ intergrated method
• using analogy (know common item, different subjects must give important similarities, light up truly, just a few)

-Planning & drafting:

• select appropriate organisation pattern to cater details
• brainstorm suitable supporting details
• use introduction to identify the topic
• determine the length & details 
• writing about familiar subject 1st
• end the essay with recommendation/ prediction

8. DESCRIPTIVE WRITING
-is a word picture which portrays a scene, create images in a reader's mind
-purpose: to express oneself, to entertain & to inform
-important to know the audience's profile (level, reasons for reading, attitudes, expectations, knowledge, response & level of language)
-Steps in DW:

• prominent sensation/Idea
• perspective point (fixed / from a moving point)
• choosing facts
• organising facts
• planning & drafting the description

-Patterns of organisation for descriptive writing:

• vintage point/ spatial organisation
• time sequence
• dominant impressions
• selection of details 

-3 characteristics of a purely descriptive essay:

• has 1, clear dominant impression 
• can be objective or subjective
• the reader able to visualise what is written by the author

-Strategies in descriptive writing:

• give the details first, dominant impression built from these details
• details should be consistent
• use then & now approach to show decoy, change or improvement
• select emotion & describe it

I need caffeine....arghhhh

 9.PROCESS WRITING : EXPLAINING HOW
-Types of process analysis writing: 1) audience who is going to do the process 2) audience who is not
-Guideline for collecting information to write the process: 1) list down all the steps 2) evry steps must have rationale

 10. CAUSE & EFFECT PARAGRAPH
-cause & effect cant be separated but associated & jointly make up causation
-arranging & outlining the causal analysis: 1) brainstorm the topic for supporting details 2) dealing with the effect 3) study for comprehensiveness 4) classify issues & specify ur plan
-a) cause-effect paragraphs (CCP), b) organisation of cause-effect paragraph, c) cause-effect connectors, d) cause-effect paragraph frames, e) classification paragraph, f) choosing categories,  g) types of classification, h) increasing categories

11. EXPLANATION PARAGRAPH
-can explain a process, define a term, make a concept clear
-the objectives:

• learn generate ideas, 
• plan & organise EP, 
• know the collectors most often used
• practice analysing
• know the purpose

-Process Paragraph (PP) : describe how to do something, organised in choronological order
-Steps in writing PP:

• choose a topic that is narrow enough to be described
• give details in correct order
• give reasons for the order
• use chronological order to assist the reader

-Chronological connectors: a) sentence introducers(1st, 2nd, then...)  b) time intoducers (before, after, while....)

-Passive Voice (PV) : used to give process paragraph more objectivity.
-is used: 1) when the doer is not important, 2) when the doer is not known, 3) when the doer wants to be less important than his research.

12. ARGUMENTATIVE ESSAY
-Guidelines:

• checklist for persuasive writing
• identify the audiences for writing
• choose a suitable tone
• select a topic
• the writing process: planning, shapinh, drafting, revising
• writing paragraphs
• use evidence to read, think & write critically
• analysing cause & effect using inductive & deductive reasoning
• do not use logical fallacies

penat dah..makan dulu untuk penambahan kalori...huhuhu

Hey kamu jangan malas2

Topic 3: The writing process
1. Purpose & audience: a) know ur audience b) establishing ur purpose c) formulating the mesage d) choosing ur style & tone.
- writing purpose: 1) to entertain 2) to inform 3) to persuade
-audience: must know the terms used in the field written.
2. The writing purpose: generally conducted as a group work.

• pre-writing stage: clarifies the purpose of writing, thinking, talking, drawing, remembering,test ideas about content & form.(select topic, generating & organise ideas)
• while-writing stage: burst of writing as ideas seek expression in the form of words.(drafting, getting feedback, revising, editing)
• post-writing stage : modification & intention to writing mechanics (presentation,display)
• outcomes: publishing & sharing provide responses that help discover how effective/valuable their writing

3. Rationale for pre-writing:

• encourage imaginative exploration
• discover what interests of the subject
• systematically gathering information
• sketching out possible structure for the essay
• saves time

4. Techniques to encourage studs to generate ideas:

• free writing
• questioning
• making a list/ brainstorming
• diagramming/ mapping/ clustering
• preparing a scratch outline

5. Drafting: the attempt at actually writing the essay.
    -Suggestions that will help with the actual writing:

• rewrite ur thesis statement at the top of ur 1st page
• write 1st paragraph, introducing essay & stating ur thesis
• follow ur plan as u write
• look over the supporting details
• turn the details into sentences
• ending essay in an appropriate fashion

6. Feedback/conferencing:
-encourages to take a conscientious approach to ur writing
-use a system of marginal annotations to evaluate
7. Revising:
-re-writing a paper, adds coherence, variety, transition, emphasis & details.
8. Editing:
-to fix errors in grammar, punctuation & spelling
9. Publishing:
-sharing one's writing with an audience, reinforce the concept of an audience

Topic 4 : Supporting students to write
1. Techniques to support students as they learn to write:

• modelled writing (purpose: to demonstrate writing activity & conventions, how to use writing strategies 
• shared writing (purpose: to demonstrate writing through thinking aloud, generate studs ideas, to create written texts)
• interactive writing (purpose:  to demonstrate how to write words & sentences, use phonics & spelling patterns, use capital letters, punctuation marks, to create written text)
• guided writing (purpose: to scaffold a writing experience, introduce different types of writing actvt, to teach writing process, procedure, concepts,strategies & skills during mini-lessons.  
• independent writing (purpose: to provide authentic context for writing practice, opportunities to choose writing topics & forms, to gain writing fluency & stamina, as tool for learning, to make & publish books)

2. Steps in LEA (language experience approach) Ashton-Warner(1965) & Stauffer (1970)

• provide background knowledge before writing
• discuss & share the experience
• record the child's dictation
• read the text aloud, pointing to each word
• widen & develop the writing & reading experience
• assemble sentence cards

3. Suggested activities for interactive writing:

• write predictions before reading
• write responses after reading
• write letters and other messages
• make lists
• write daily news, recipes, poems
• make poster

4. Steps in interactive writing:

• collect materials (chart, coloured marking pens etc)
• offer stimulus
• work out a text
• distribute materials for studs to exploit
• write the 1st sentence word-by-word
• display the completed writing chart on class notice board

Hey kamu jangan malas

HBEL3103 Teaching of writing
Topic 1: Mechanics of writing: the art of writing

• When teaching how to write, focus on 1 objective at a time-1st, correct formation, size, slant.
• young children should use large large writing/panting tools for better control.
• for best result, handwriting practice should be scheduled every day.
• handwriting practice consists of copying, not creating, letters, words & sentences.
• penmanship: ability to record our thoughts & memories, sign that someone has been educated.

Topic 2 : Definition of writing
1.3 def according to Nunan (2003): a) perceives writing as both a physical & mental act. b) discerns writing with dual purpose, which is to express & impress. c)recognise writing as both a process and a product.
2. Background to the teaching of writing: examplary writing was performed from a set of rules & principles. "rules of writing" touched more on correctness of form over function. Correct spelling, grammar & overall organisation were the essential evidences of second language profiency.
3. Students' writing needs( Methodologies proposed by Peter Elbow & Donald Murray):

• Expressivism: stud are encouraged to wrote openly & personally. Aimed at getting stud to relax & to reassure them in the act of writing. to help them not to be afraid to make errors.
• Cognitivism: providing important insights into how stud write & learn. Stud define problems, investigate & presenting their arguments, come to consider logical conclusions.
• Constructionism: evolved when concerns for diversity, bilingualism/multilingualism & political issues informed the teaching of writing in ESL settings in 1980s & 1990s. Lnguage & form of writing arose from the target community. 

4. 4 principles for teaching writing:  1) Understnd ur studs' needs for writing 2)make arrangement for studs to write 3)provide constructive & meaningful feedback 4) explain ur studs how their writing will be evaluated (non-weighted, weighted & holistic rubrics)
5. Principles for planning writing techniques( the guidelines)

• integrate routines for examplary writers
• mtach process & product
• consider studs' cultural background
• link reading to writing
• equip studs with authentic writing
• compose according to the steps in the process writing approach (3 steps of composing: pre-writing, drafting & revising)

6. Classroom writing techniques tasks: 1) invention techniques: brainstorming, word mapping, quick-writing).
7. Writing: 1)Drafting: focus on the development & the organisations of those ideas more than dev of perfect grammar, punctuation or spelling. 2) Feedback: tcer makes comments more on ideas & organisation, can also utilise peer feedback. 3) Revising: talk about process of reorganisation, developing ideas, separate from editing for grammar or spelling.
7.1) proofreading & editing: studs should read for mistakes in spelling, grammar, punctuation & so forth.

Gambar untuk menambahkan ketegangan urat saraf...hehe..just kidding