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    Planning A Writing Lesson: by Catherine Morley

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    Suciu Mihai-Alexandru
    This document outlines the key steps and considerations for planning a writing lesson: 1) Generating ideas by brainstorming topics and having learners share ideas before writing. 2) Using model texts to help learners understand genre conventions and language features. Drafting allows for organizing ideas. 3) Peer evaluation is useful for getting feedback from others to improve writing before finalizing. The writing process involves multiple stages of preparation, drafting, and review.

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    Planning A Writing Lesson: by Catherine Morley

    Uploaded by

    Suciu Mihai-Alexandru
    81 views15 pages
    This document outlines the key steps and considerations for planning a writing lesson: 1) Generating ideas by brainstorming topics and having learners share ideas before writing. 2) Using model texts to help learners understand genre conventions and language features. Drafting allows for organizing ideas. 3) Peer evaluation is useful for getting feedback from others to improve writing before finalizing. The writing process involves multiple stages of preparation, drafting, and review.

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    This document outlines the key steps and considerations for planning a writing lesson: 1) Generating ideas by brainstorming topics and having learners share ideas before writing. 2) Using model texts to help learners understand genre conventions and language features. Drafting allows for organizing ideas. 3) Peer evaluation is useful for getting feedback from others to improve writing before finalizing. The writing process involves multiple stages of preparation, drafting, and review.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    81 views15 pages

    Planning A Writing Lesson: by Catherine Morley

    Uploaded by

    Suciu Mihai-Alexandru
    This document outlines the key steps and considerations for planning a writing lesson: 1) Generating ideas by brainstorming topics and having learners share ideas before writing. 2) Using model texts to help learners understand genre conventions and language features. Drafting allows for organizing ideas. 3) Peer evaluation is useful for getting feedback from others to improve writing before finalizing. The writing process involves multiple stages of preparation, drafting, and review.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 15

    PLANNING

    A WRITING
    LESSON
    By Catherine Morley
    Teaching writing is not just about
    grammar, spelling, or the mechanics of
    the Roman alphabet, but also…
    • How can we help learners to generate
    ideas before they begin writing?
    • What do we mean by the term model
    text? Why can a model text be useful to
    help learners with their writing?
    • What do we mean by the term drafting?
    Why can drafting be useful?
    • What do we mean by the term peer
    evaluation? Why can peer evaluation be
    useful?
    • Writing is not an ability we acquire
    naturally, it has to be taught

    • Teaching writing is not just about


    grammar, spelling, or the mechanics of
    the Roman alphabet. Learners also
    need to be aware of and use the
    conventions of the genre in the new
    language
    What is genre?
    • A genre can be anything from a menu to a
    wedding invitation, from a newspaper
    article to an estate agent’s description of a
    house. Pieces of writing of the same genre
    share some features (layout, level of
    formality, language)
    Stages of a writing lesson
    Generating ideas- letter of complaint:
    learners think about a situation when they
    have complained about bad service, and
    tell a partner
    - essay: learners receive the title and
    pieces of scrap paper; they have 3 minutes
    to write one idea on each piece of paper
    (individually), then compare in groups and
    decide upon best 3 ideas.
    Focusing ideas- it involves thinking about
    which of the many ideas generated are the
    most important or relevant.
    - essay: Ss in groups put the ideas onto a
    mind map; the teacher draws a mind map
    on the blackboard, using ideas from
    different groups
    - Ss write individually for about ten
    minutes, without worrying about grammar
    or punctuation; they compare together
    what they have written
    Focus on a model text
    - Tool to express their own generated
    ideas in the most appropriate way
    - Helps raise learners’ awareness of the
    conventions of typical texts of different
    genres in English
    - Ss are given several examples of a genre
    to identify the features and language they
    have in common (they can use some
    ‘language chunks’)
    • Essay: the Ss are given an essay with
    the topic sentences taken out and they
    have to put them back in the right place

    - to raise awareness of the organisation of


    the essay and the importance of topic
    sentences
    Organising ideas
    - After having seen how the ideas are
    organised in typical examples of the genre,
    learners can organise their own ideas in a
    similar way
    - Ss in groups draft a plan of their work,
    including how many paragraphs and the
    main points of each paragraph
    Writing

    - The writing itself can be done alone, at


    home or in class, or in pairs and groups
    Peer evaluation
    -it helps learners to become aware of an
    audience other than the teacher (comment
    on what they liked/didn’t like, what they
    found unclear)
    - The T can also respond by commenting
    on the content and the organisation of
    ideas, without giving a grade or correct
    grammar or spelling
    Reviewing

    - when writing a final draft, Ss should be


    encouraged to check the details of
    grammar and spelling
    - The T can use codes to help Ss correct
    their own writing and learn from their
    mistakes

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