Teaching Writing

Personal Writing Experience

• How did you learn to write?

• What activities do you remember?

• Did the teachers take a process approach? Another approach?

• Did you do much writing in your classrooms?

• How was correctness dealt with?

 "I Remember"
Prewriting
Think of three vivid personal memories that you might want to write about and jot them down on a blank sheet of paper, leave space between
each one for jotting further notes.

• Share the memories.

• Write down the name of a significant person, place, animal, or thing associated with each memory.
• Write down the primary sense associated with the memory.
• Circle the "I remember" that you most want to write about and share.

Drafting
• Write the part of the occurrence you would consider to be the central point, or the reason why, it is remembered so vividly.
• *Take the writing home to finish. Bring the paper to the next class and be ready to share in a response group.

Revising and Editing

• Share your writing. *You may incorporate revisions suggested and prepare your drafts for editing.
• *Finally, peer editing groups with rubric (p. 305). You may exchange papers for peer editing.

Publishing
• As a celebration of your writing, read your papers aloud.
Process Writing Approach
• Janet Emig (1971)- What do writers do when they write?
“good writers concentrate on ideas first rather than
correctness. . . When writers focused on correctness while
drafting ideas, their writing suffered” (Peregoy & Boyle, 2013
p.256).

• Emig’s research sparked the creative writing movement.

• The creative writing movement “evolved into writing in

phases” (p.256)

• These phases became the Process Writing Approach.

The Process Writing Approach

Explain the following:

• Prewriting

• Drafting

• Revising

• Editing

• Publishing p. 259
Beginner ELL Writers
The puppy go to bart. He jump on bart.
He look at bart. He see. He go.

Kim: First Grade

Note:
The developmental sequences and composing of young
second-language writers are more similar to than different
from those of first-language writers (Peregoy & Boyle, 2013).
Beginning Writers Need
• Prewriting activities to further their ideas

• Opportunities to develop vocabulary and their oral

language

• Opportunities to write on a daily basis to develop their

fluency in a variety of genres

• Fluency over accuracy

Strategies for Beginning Writers
• Oral Discussion

• Partner Stories Using Pictures and Wordless Books

• Concept Books

• Peek-a-boo Books

• Patterned Poems

• Journals: Personal, Dialogue, and Buddy Journals

• Life Murals

• Mapping/Clustering

• Free writing
Mapping
Use more complex graphic organizers to support students’ development
of ideas and organization.
 Graphic Organizers
• Graphic Organizers are a great tool to use o better understand the
material while learning important vocabulary.

• Graphic organizers are most useful when presented in small group

activities. During the activities learners benefit from opportunities to
work cooperatively – they can discuss and share their thoughts as they
begin to contribute to the group effort.

• Graphic Organizers facilitate comprehension through visual

illustrations of key terms, vocabulary, ideas, and the relationship
among them.
Examples of Graphic Organizers
 Intermediate Writers

Intermediate writers are writers who have “developed a general

knowledge of simple sentence types and corresponding capitalization
and punctuation conventions, yet they need strategies to improve their
sentences in quality, style, length and variety” (284).
Intermediate Writers Need
Strategies to improve sentences
• Quality
• Length
• Style
• Variety
Strategies to improve organization
• Paragraphing
• Logical ordering of ideas in English

Support in the conventions of writing in English

• Punctuation
• Grammar
• Usage
Positive Signs of the Writing Process
Intermediate writers still make frequent errors
in punctuation, grammar, and usage. In fact,
they may make more such errors than
beginners because they are producing more
writing – a positive sign of the writing process.
Recurrent errors may serve as the basis of an
individual or group mini-lesson, so that students
may correct such errors during editing.
(Peregoy & Boyle, 2013)