Lecture8Howtoteachwriting专题培训课件

LectureEightHowtoteachwriting?I.Whatiswriting?Writingisbothaphysicalandamentalact.Thepurposeofwritingisbothtoexpressandimpress.Writingisbothaprocessandaproduct.II.Backgroundtotheteachingofwriting

Upuntiltheearly20thcentury:arigidsetofrulesandprinciples.Grammaticalaccuracy,correctspelling,goodorganization,andcontent.HarvardUniversity’sentrancerequirementsof1874EachcandidatewillberequiredtowriteashortEnglishcomposition,correctinspelling,punctuation,grammar,andexpression,thesubjecttobetakenfromsuchworksofstandardauthorsasshallbeannouncedfromtimetotime.Thesubjectfor1874willbetakenfromoneofthefollowingworks:Shakespeare’sTempest,JuliusCaesar,andMerchantofVenice;Goldsmith’sVicarofWakefield;Scott’sIvanhoeandLayoftheLastMinstrel.Since1911:progressivewritinginstruction–thefoundationofNationalCouncilofTeachersofEnglish(NCTE)the1960s:Broaderunderstandingofwriting.Writinginstructionincludestheentireprocessofwriting–invention,drafting,feedback,revision–andnotjusttheproduct.Additionalconcernsinthe1960s:writingproblemsandwriter’sfirstlanguage;differentlanguagesandculturesdifferentparagraphordersmasteryofthelogicalsystem.ExpressivismTotakestudentwriters’needsintoconsideration.Towritefreelyandpersonallyandtoexploretheiridentities.FreewritingThe1970s:furtherbroadeningofwritinginstructionPsychologicalprocess:howstudentswriteandlearnCognitiveapproach:todefine,investigate,presentarguments,andconsiderlogicalconclusionsProcessapproach:tobrainstorm,draft,conference,edit,andproofreadThe1980sand1990s:writingthatisintegratedintothenewlanguagecommunityaswellasintotheacademiccommunity–concernsfordiversity,bilingualismandmultilingualismWritingacrosstheCurriculum(WAC)programs–explicitteachingofdifferentstylesandcontentcoursewriting.Morerecently:principledeclecticismputforwardbyLarsen-Freeman–toconsiderdifferenttrendsandideasthathaveoccurredhistorically,andtochoosethosethatmostcloselyfittheneedsofaparticularclassroomorindividualstudent.III.Whyteachwriting?Reinforcement:Thevisualdemonstrationoflanguageconstructionisinvaluableforbothourunderstandingandasanaidtocommittingthenewlanguagetomemory.Studentsoftenfinditusefultowritesentencesusingnewlanguageshortlyaftertheyhavestudiedit.Languagedevelopment:theactualprocessofwritinghelpsustolearnaswegoalong.Learningstyle:formanylearners,thetimetothinkthingsthrough,toproducelanguageinaslowerway,isinvaluable.Writingisappropriateforsuchlearners.Writingasaskill:studentsneedtoknowhowtowriteletters,howtoputwrittenreportstogether,howtoreplytoadvertisements.IV.Whatkindofwritingshouldstudentsdo?Thetypeofwritingwegetstudentstodowilldependontheirage,interestsandlevel.AbilitiesandlevelsEverydaystylesInterestsV.PrinciplesforteachingwritingUnderstandyourstudents’reasonsforwriting.Provideopportunitiesforstudentstowrite–practicewriting.Makefeedbackandcorrectionhelpfulandmeaningful:over-correction?Over-correctioncanhaveaverynegativeeffect.Aswithalltypesofcorrection,theteacherhastoachieveabalancebetweenbeingaccurateandtruthfulontheonehandandtreatingstudentssensitivelyandsympatheticallyontheother.Correctjustonetypeofmistakes.Onewayofavoidingthe“over-correction”problemisforteacherstotelltheirstudentsthatforaparticularpieceofworktheyareonlygoingtocorrectmistakesofpunctuation,orspelling,orgrammaretc.Thishastwoadvantages:itmakesstudentsconcentrateonthatparticularaspect,anditcutsdownonthecorrection.

WrittensymbolsAnothertechniquewhichmanyteachersuseistoagreeonalistofwrittensymbols(S=spelling,WO=wordorderetc.).Writeacommentattheendofapieceofwrittenwork.Differentformsoffeedbackarealsoveryimportant.Correctingisimportant,butitcanbetime-consumingandfrustrating.Commonsenseandtalkingtostudentsaboutitaretheonlysolutionshere.Correctionisworthlessifstudentsjustputtheircorrectedwritingawayandneverlookatitagain.Clarifyforyourself,andforyourstudents,howtheirwritingwillbeevaluated.Onascaleof1-10,howimportantiscreativity,ororiginalityofideas?Onascaleof1-10,howimportantisfollowingaparticularwrittenformat(suchasaresearchreport,bookreport,letter,etc.)?Onascaleof1-10,howimportantisgrammaticalaccuracy?Onascaleof1-10,howimportantisitthattheassignmentincludesrecentlytaughtmaterials?Onascaleof1-10,howimportantisaccuracyinspellingandpunctuation?ThreegeneraltypesofrubricsNon-weightedrubricExcellentAdequateInadequateContentsDescriptionofwhatwouldbeexcellentcontentDescriptionofadequatedevelopmentofcontentDescriptionofinadequatecontentOrganizationDescriptionofsuperiororganizationDescriptionofadequateorganizationDescriptionofinadequateorganizationGrammarStatementoflevelofgrammaticalaccuracyexpectedStandardofanadequatelygrammaticalpaperStatementoftypesofgrammaticalproblemsthatleadtothepaper’sinadequacyComments:Theinstructor’sgeneralcommentsonthestudent’sassignmentWeightedrubricOrganization:10points(a)hasaclearintroduction(b)hasseparateparagraphs(c)hasaconclusion(d)usestransitionstojoinparagraphs(e)usestransitionswhenneededwithinparagraphsHolisticrubricGradeDescriptionBThe“B”papershows:anabilitytointerpretanddevelopideasinthewriter’sownwordsaclearorganizationalpatternvocabularythatisadequateinexpressingideasgenerallycorrectuseofpunctuationorspelling,althoughwithoccasionalerrorsgrammarthatisusuallyaccurate,anddoesnotinterferewiththereader’sunderstandingStudents’self-evaluationanddiscussionVI.Classroomtechniquesandtasks–processapproach/processwritingInventiontechniques:brainstorming,wordmapping,quickwritingWriting:drafting,feedback,andrevisingPeercommentwrittenby__________for__________.Readyourpartner’spaper.Answerthesequestions:Istheintroductioneffective?Explainyouranswer.Whatistheauthor’smainidea?Restateithere:Doesthewritersupportthatideawithevidence?Whatisthatevidence?Whatevidenceismissing,orincomplete?Whatquestionsdoyouhaveaboutthiswriting?Istheconclusioneffective?Howwouldyouimproveit?Doyounoticeanygrammarorwordchoiceerrors?Underlinethem.Givethissheetbacktoourpartner,andthendiscussyouranswers.Proofreadingandediting

VII.Whatdowritingsequenceslooklike?

Example1:postcards(elementary)Lookatthepostcard:Theteacherchecksthatthestudentsunderstandtheinformationinthecardandthenasksthemtoidentifyfourdifferentpatterns.Thestudentsdiscussandexaminethestructureofthepostcard.Theteacherasksthemtowriteasimilarpostcard.Theteachercancollectthepostcardsandcorrectthemlaterorthestudentscanreadthemout,ortheycanshowtheircardstootherpeople.parallelwriting:studentsstickcloselytoamodel.Itisespeciallyusefulforformulaicwritingrepresentedbypostcards,certainkindsofletters,announcementsandinvitations.Example2:alteringdictations(intermediate)Theteachertellsstudentssheisgoingtodictateanumberofsentences.Thestudentsshouldchangethesentencessothattheyreflecttheirownpointsofview.Theteacherreadsoutmoresentences,givingstudentsadequatetimetoalterthem.Thestudentsthencomparewhattheyhavewritteninpairsorgroupsbeforereadingthemouttotheclass.Theteacheronlycorrectswherethereareobviouserrors.Thefinishedsentenceseitherleadintoareadingorlisteningtextaboutvegetarianism,ortheymayformthestartofadiscussionactivity.Example3:newspaperheadlines/articles(intermediate)Theteacherasksthestudentsiftheyreadnewspapers,andwhattheyreadabout.Theteachergetsstudentstomatchnewspaperheadlinesasinthefollowingexample.a.Neighborslamsrockparty.

i.AtthemonthlymeetingofthehousingcommitteeofBarkingsidedistrictcouncil,chairmanGeoffreyCasparresigneddramaticallywhenhisoppositenumberGlendaBeckett……

b.Housingchiefquitsatstormymeeting.

ii.Whenhisneighborsplayedloudmusicuntilthreeinthemorning,PhilipMitchell(82)wentmad.“Icouldn’tstanditanymore,”hesaid.“I’manoldmanandIneed……”

Theteacherexplainsthegrammarandvocabulary.Studentsthinkofashortstorytogowiththetopic.Studentsworkinpairstowritetheheadlinesfortheirstoriesandwritethemupontheboardfortherestoftheclasstoguess.ThestudentswritearticlestogowiththeheadlinesTheteachercanstickthearticlesupontheclassnoticeboardorhavestudentsreadtheirstoriesouttotherestoftheclass.Example4:reportwriting(advanced)Theteacherintroducesthetopicandasksstudentstogivewordsassociatedwithleisureactivities.Theteacherasksstudentstodesignaquestionnaire.Theteacherandthestudentsdiscusshowtheyaregoingtowritethereport.Theteacherwillintroducesomefeaturesofreportwriting.Thestudentsdrafttheirreportsandtheteachercollectstocorrect.Thestudentswritethemupinfinalformandshowthemtotheircolleagues.Example5:writingonmajorlifeevents(low-levelstudents)Example6:descriptivewriting(intermediatelevel)Example7:writingofbiography(advanced)1.Whatpositionwillyoutaketowardyoursubject?Explainyourchoice.Neutral:aneutralpositiontellsonlythefact.Positive:apositivepositionpraisesthepersonforhisorheraccomplishments.Negative:anegativepositioncondemnsthepersonforthelifeheorshehasled.Myreasons:_____________________________________________________2.Whatpartoreventsorincidentsoftheperson’slifewillyouwriteabout?From__________To_____________________________________________________________Reasons:_______________________________________________________3.Whattopicswillyoucover?Reasons:_______________________________________________________4.Howwillyouorganizeyouressay?ChronologicallyBythemeormainideasOther(explain):Reasons:_______________________________________________________5.Whatotherthingsareyouthinkingaboutforyouressay?Notes:__________________________________________________________VII.Whatcanbedoneabouthandwriting?Teachersarenotinapositiontoaskstudentstochangetheirhandwritingstyle,buttheycaninsistonneatnessandlegibility.Specialclassesorgroupsessionsmaybearrangedtohelpstudents.Intheseclassestheycanbeshownmanyexamples.Studentscanbeaskedtoimitatelettersonlinedpaperwhichdemonstratesthepositionandheightofletters.

IX.HowdoeswritingfitintoESA?Postcardwriting:EngageStudyActivate

Alteringdictations:EngageActivateActivateStudyNewspaperwriting:EngageActivateStudyActivateReportwriting:EngageStudyActivateStudyActivateX.MorewritingsuggestionsStudentswriteletterstoanewspaperinresponsetoacontroversialarticle.(intermediate/advanced)Studentsexpandavarietyofheadlinesintonewspaperarticles.(intermediate/advanced)Studentswrite/designtheirownmenus.(beginner/lowerintermediate)Studentsdesignpostersforaparty/play/concertetc.(beginner/lowerintermediate)Studentswritearadionewsbulletin.(elementary/intermediate)Studentswritealetterofapplicationforajob.(anylevel)Studentswritethedescriptionofaroomwhilelisteningtomusic.(intermediate)Studentssende-mailmessages(realorsimulated)tootherEnglishspeakersaroundtheworld.(anylevel)Studentswriteinvitationsofvariouskinds.(elementary/intermediate)XI.MoresourcesandfurtherreadingsHelpfulwebsites:TheJournalofSecondLanguageWriting()Campbell,C.1998.TeachingSecondLanguageWriting:InteractingwithText.Boston,MA:Heinle&Heinle.Ferris,D.andJ.S.Hedgcock.1998.TeachingESLComposition:Purpose,Process,andPractice.Mahwah,NJ:LawrenceErlbaum.Kroll,B.2023.SecondLanguageWriting:Researchinsightsfortheclassroom.InM.Celce-Murcia(ed.)TeachingEnglishasaSecondorForeignLanguage.Boson,MA:Heinle&Heinle.Leki,I.1992.UnderstandingESLWriters:AGuideforTeachers.Portsmouth,NH:BoyntonCook.Reid,J.M.1993.TeachingESLWriting.EnglewoodCliffs,NJ:Prentice-Hall.HomeworkWhatarethewaysinwhichyouusewriting?Makealistofallthewaysinwhichyouusewritingfromshoppingliststoresearchessays.Reviewtheabovelistandthinkofwhichcouldbeconvertedintowritingactivities.Createoneactivityrelatedtoanitemonyourlist.Readeachofthefollowingwritingsamples,andexperimentwithwritingfeedback:Commentonthemainideaofeachsample.Doyouthinkit’sagoodone?Howwouldyoudescribethemainproblemwitheachessay?Findonegoodideathestudenthasineachsample,andmakeanencouragingcommentaboutit.Findaplacewherethestudentwasn’tclearineachsample,andwriteacommentthatwillhelpher/himclarifyandimproveit.Identifyagrammarproblemineachsample,andmakeacommentthatwillhelpthestudentseetheprobleminotherplacesinthepaper.Whatotherissuesmightyoucommentonineachsample?WritingSample1:Whichroominthehouseismostimportant

Themostimportantroominahomeisthelivingroom.Becauselivingroomistheplacewhereourfamilyjoinstogether.ThelivingroomistheplacewherefamilywatchTVtogether.Thefamilycanonlycommunicateinthelivingroom,wewillhavenoplacetoseeeachother.Becausewhenpeoplegotofffromworkorgotoffformschool,peoplewillgobacktotheirbedroom.Peoplewillnotseeeachotherunlesstheycomeoutoftheroomandgothroughthehallwayatthesametime.Solivingroomoffersaplacethatmembersofthefamilycanhaveentertainmenttogether,anditofferspeopleinthefamilywasdoingonthatdayorrecently.Andtheywon’tbecomestrangersasthedayspassby.WritingSample2:AttendanceofUniversityMostpeoplefeelmorefreedomwhentheyattendatUniversitythanhighschoolbecausestudentsatUniversitycanhavemoreflexibletimethanstudentsathighschool.OneofthebiggestproblemstofreshmenatUniversityisatimemanagement.Usually,theirteachersorparentssetupthescheduleofstudentsathighschool.Theyspendmostofdaytimeatschoolandlastoftimetodohomeworkorgotopreparatoryschools.However,thesystemofuniversityisdifferentwithhighschools.Inmyopinion,studentshavetogotoschool.Itdoesnotmatteriftheygotohighschools,universities,orgraduateschools.Whydowehavetogotoschool?Weneedtolearnsomethingfromprofessorswhoarespecialistsforsomeareas.Ithelpsusverymuchtounderstandsomethingthatwedonotknowbutwanttoknow.Forexample,ifthereisastudentwhotakesMathematicsandNativeAmericanHistory,andskipsthoseclassesalot.TheMathematicsandHistoryclassesareconnectedeveryclass.So,ifastudentskipsclasses,itisveryhardtocatchupnexttime.

AccordingtotheoryXofMcgregowhoiseconomicpsychologistin20century,“Mostpeoplearelazy,irresponsible,andworkhardonlywhenforcedtodoso.”Iagreewithhistheorybecauselotsofpeoplereluctanttoworkiftheydonothavetodo.Studyisnotreallyfunallthetimeexceptsomepeople.Also,itistruethatwecanlivewithoutstudying.Itisanoptiontogotouniversity.Peoplecanstudybythemselveswithoutgoingtoschoolbecausethereareplentyofbooks,videotapes,andothersourcestolearn.However,goingtoschoolmeansattendingclassesandstudyingwithprofessorsandotherstudentsregularly.WritingSample3:AttendanceUniversitystudentsshouldberequiredtoattendclass.Thosewhoattendclasseseverytimetheyhaveto,theyhavemorepossibilitiesofpassingtheclassandnotonlythat,butalsotheyareexploringintodifferentthingstomakesurewhatyourmajorisgoingtobethesametimetheyarebeingmaturepeoplewhichshowshowseriouseducationisthem.Ifyouattendclass,youwillfollowuponwhatthewholeclassisdoing.Youareabletodowhatdoalloftheassignments,takenotesforthefinalexam.Havingagoodunderstandingofwhatisgoingontheclassitwill