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Vida Salud English 21 cards

writting is the most difficult skill for learners is hard generate and organized ideas and translating these into readable…

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1writting is the most difficult skill for learners is hard generate and organized ideas and translating these into readable textis the teacher the responsible of transfer the theories, content and principles into practice and this produce optucal learning benefits.
Sew describes the process approach to teaching writing with 4 basic stages: Planning, Drafting, revising and editing.
2Ten steps in planning a writing course and training teachers of writing.1. ascertaining goals and institutional constraints:
teachers have some limitations by their institutions and ministers of education because designed them to use specific textbooks, curricula. if institutional constraints limit our ability to pursue our goals and what we see as the students' goals, a few of action are open to us: we can change the constraints and make proposals.
3step 2: Deciding on theoretical principles: Sarah brenesh points that all forms of ESL instructions are ideological whether or not educators are conscious of the political implications of their instructional choices in 1993 she illustrates the analysis of English for academic purposes to adapt students to the status quo by presenting the demands of literacy as positive artifacts of a normatice academic culture, she claims that all writing is ideological.Teachers first need to confront their ideological position and recognize their perceptions of the relationship between the type of writing they teach and the roles they are preparing students for in academia and the wider world of work. It is important for all of us to ask ourselves what English and what types of writing we teach, what content our students are exposed to and what we expect, our students to do with what they learn.
Sandra Mckay claims that we need to examine the social practices that surround academic discourse, we can do that by discussing openly in our classes, the differences in approaches to writing and reading and critically examining the text forms, principled teaching will always reveal principled theorical underpinnings.
4step: 3 Planning Content: the content of writing clases are , personal experience, cultural and social issues, literature and other content. students need topics that allow them to generate ideas, find the forms to fit the ideas, and invite risk taking.Writing if for discovery of learning, not just demonstration of learning. For writing, unlike speaking, provides us with a way not only to generate ideas before presenting them to an audience, but also to scrutinize the ideas and language we produce these let us receive feedback.
5step 4: Weighing The Elementswriting consists of many constituent parts, and we need to consider the content, organization, originality, style, fluency, accuracy, or using appropriate rhetorical forms of discurse, its helpful to do a needs analysis on the first day, balancing institutional goals with what students say they need learn and what they need to use writing within that theme and within each task, students focus on critical reading, generating ideas and expressing them with clarity, organization, style and accuracy.
6step 5: Drawing up a syllabus there is a list to the type of syllabus organization for writing courses, from the traditional to the more current and innovative with a lot of overlap. 1. Structural: courses nowadays are often organized by patterns of writing forms or genres: paragraphs with topic sentences, descriptions, analyses and so on. 2. functional: writing courses can be organized around rhetorical activities: describing telling story, writing autobiography, comparing and contrasting, classifying, defining, explaining, arguing, persuading, or supporting a thesis with examples, illustrations and other evidence.3. tropical. a writing course can be organized around themes such as health, education, etc.
4. situational: writing courses can be organized around situational transactions, such as complaining to a landlord, writing a business memo etc.
5.skills and processes: writing courses can be organized around skills and processes such as generating ideas, organizing ideas, revising, writing fluency,writing effective beginnings and endings and develiping an argument to convince a reader.
6. tasks: can be organized by problem- solving- activities. we have to make a principled selection every time we plan a lesson or a course, students do not have just to repeat a perform the assigned dialogues and exercises. the texts can also be used as material for critical analysis and comparison with local cultural ans rhetorical norms.
7step 6. selecting Materials certaintly, students and teachers generate a lot of words on the page for analysis, discussion and revison. but to open up the classroom to sharedexperiences- to topics to stimulate writing- teachers turn to other materials, such as videos, software and books. then the materials have to fit as far as possible with the goals, principles, content and weighting that we have already decided on. will help our students with fluency and discovery of ideas and language .If you decide to use ESL writing textbook and not books and articles written for authentic purposes. I would suggest looking for the following seven features:
topic, types of writing, opportunities for and instruction in methods of generating ideas, instruction on principles of rhetorical organization, opportunities for collaboration, opportunities for revision, instruction in editing and proofreading.
8step 7: Preparing activities and roles: In planning a lesson or a course, the tendency is for teachers to think about what they will be doing, we have to make sure that we do not try to bank too much in our students' brains all at once. It helps if we think about what students will be doing and learning in the classroom rather than the comprehensiveness of the information we will be imparting..step 8: choosing types and methods of feedback:
we can make the student a comment about their classmate's presentation and then give them to see in which part they can be better.
some teachers do the following:
they evaluate by giving a grade, make suggestions for changes, reflect, rewrite passages, comment on strategies, ask questions, emote, criticize, describe, they prize.
9Step 9: Evaluating the course. one form of evaluation that is becoming increasingly popular in writing courses actually helps to combine student evaluation and course evaluation: the use of portfolios and is evaluated by another instructor.Step 10: Reflecting the teacher´s Experience: We need to have confidence in what is called variously the wisdom of practice, that way, we will keep in the forefront what what we and our students learn and experience as we work together, and we will let that set the framework for the other nine steps in planning a writing course.
10Process writing: the term process writing has been bandied about for quite a while in ESL, the idea behind it is not really to dissociate writing entirely from the written product and to merely lead students.Process Activated: planning, drafting.
Process terminated: editing, revising.
11to have an effective performance- oriented teaching programme would mean that we need to systematically teach students problem-solving skills connected with the writing process that will enable them to realize specific goals at each stage of the composing process. Teachers often plan appropriate classroom activities that support the learning of specific writing skills at every stage.Planning (Pre- Writing). It stimulates thoughts for getting started. in fact, it moves students away from having to face a Blanck page toward generating tentative ideas.
Planning Brainstorming
clustering
rapid free writing
wh- Questions
12Drafting: the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness of the draft, Depending on the genre of writing (narrative, expository or argumentative). an introduction to the subject of writing may be a starling statement to arrest the readers attention, Once a start is made, the writing task is simplified as the writers let go and disappear into the act of writing.Revising: When students revise, they review their texts on the basis of the feedback, they reexamine what was written, revising is not merely checking for language errors, editing. Another activity for revising may have the students working in pairs to lead aloud each other´s drafts before they revise.
13Editing: At this stage, students are engaged in tidying up their texts as they prepare the final drafts for evaluation by the teacher, they edit their spelling, punctuation,diction,sentence structure and accuracy of supportive textual material such as quotationsEditing within process writing is meaningful because students can see the connection between such an exercise and their own writing in that correction is not done for its own sake but as part of the process of making communication as clear and unambiguous as possible to an audience.
14Evaluating-. in evaluating student writing, in order to be effective, the criteria for evaluation should be made known to students in advance, students may be encouraged to evaluate their own and each other´s texts once they have been properly taught how to do it .Post- writing: post- writing constitutes any classroom activity that the teacher and students can do with the completed pieces of writing. This includes publishing, sharing, reading aloud, transforming texts for stages performance, or merely displaying texts on noticeboard.
15Relating process to product: It is vital that as students go through the various stages of writing, thus students need to be guided to set and achieve specific writing goals at every stage.Working within institutional constraints: It is possible to teach some process skills appropriate to a writing stage, be it planning, drafting, responding, revising or editing within a regular two-period composition lesson.
16The teacher should implement a flexible programme to cater to different student needs, the teacher may also decide to have students enter into different writing groups as planners. drafters, responders, revisers or editors during a writing session, but move to be with the editors later for the same or another task, according to his or her need or developmental stage in writing.Exploiting the use of computers in process writing: their direct application to process writing, especially for the purposes of drafting, revising and editing, is rewarding for both the teacher and the students, the students can freely make any number of changes to their texts by deleting words or moving them around without having to retype large chunks of text all over again.
17A Genre-Based Approach to content Writing Instruction: Students learn to control different oral registers, also must be able to write in different ways for different purposes. By providing students with the language to talk about texts, they can better Understand how to make a piece of writing more effective and appropriate to the communicative purpose. This helps students increase their writing skills and become more effective during peer editing and revision.an ESL instructional unit that cycles content material through different writing tasks, combining writing process approaches, and integrating language arts skills activities with specific content material and direct instruction on different genre forms, combining a functional approach to language with the current emphasis on content- centered instruction.
increase content knowledge by practice with school-valued ways of writing, the lessons are based on two concepts. the first involves scaffolding or apprenticeship. the teacher occupies a central role in the scaffolding process and must be familiar with the learning situation, students practice with models to accomplish a task.
the second concept focuses on increasing student awareness of how different ways of organizing information in writing interact with the purpose of the text, by discussing features of different text types, students learn the language needed to talk about texts, being to understand how and why texts are organized in certain ways.
18teaching students to self- EditToo many written products are still riddled with gramatical and lexical inaccuracies. No matter how interesting or original a student's ideas are, an excess of sentence and discourse- level errors may distract and frustrate instructors and other readers.
ESL writing teachers, in addition to focusing on students' ideas, need to help students develop and improve their editing skills, in the modern process approach composition classroom, editing refers to finding and correcting grammatical, lexical and mechanical errors before submitting or publish a final written product.
19students and teachers should focus on major patterns of error rather than attempt to correct every single erro, because not all students will make the same errors.The editing process: Bates, Lane and Hendrickson advocate teaching students and discovery approach through become independent self-editors.
in advanced ESL students through a three-stage discovery approach to become self-sufficient editors.
20Focusing on form: some teachers assume that all ESL students are obsessively concerned with grammar, I have found that many students have little interest in and pay limited attention to editing their work. They find editing tedious or unimportant, a crucial step in teaching students to become good editors is to convince them of the necessity of doing so, to raise awareness of the importance of editing, another strategy I use to convince the students of the necessity of developing editing skills is to give them a diagnostic essay assigment and then provide them with written feedback about their ideas.detailed information about their editing problems, and an indication of what grade they would receive if still writing at this level at the end of the semester. giving students an immediate sense of what their final grade could be is motivating. .
21stage 2: Recognizing major error types: research indicates that focusing on patterns of error, The categories may vary depending on the student's needs, but they should be selected from error types which are frequent, global, and stigmatizing. It seems to be true that it is easier to find mistakes in others work than in one's own.stage 3: self- Editing Practice:
also, throughout the semester, students keep a log of their error frequencies in the different categories so they can observe their progress. As the semester progresses and the students get more and more editing practice.