functional tasks for mastering the mechanics of writing and going just beyond
TRANSCRIPT
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Functional Tasks for Mastering the Mechanics
of Writing and Going Just Beyond
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IntroductionIntroduction
1. Communicative with any readers Close or distant readers Known or unknown readers
2. Important nowadays on whether
A. Interaction of writing takes the form of
a. Traditional paper-and-pencil
b. Electronic mail writing
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3. Communicative activity in course Be encouraged Be nurtured; supported
4. Interactive process
A. Between reader and writer via the text
B. Placing value on
a. The goal of writing
b. The perceived reader audience
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5. Grice’s (1975) cooperative principle
A. Writer
a. Anticipate readers’ reaction
b. Produce a text
> clear, relevant, truthful, informative
interesting, memorable
B. Reader
a. Interpret the text with proper regard
> for writer’s presumed intention
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6. The efficacy of the communicative act
A. Linguistic accuracy
B. Clarity of presentation
C. Organization of ideas
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Early Writing Tasks:
Coping With The Mechanics
What do we teach?
1.MechanicsLetter recognitionLetter discriminationWord recognitionBasic rules of spellingPunctuationCapitalizationRecognition of whole sentences and
paragraphs
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2. Writing
A. Important role in early reading
a. Facilitate the development of
> both the reading and writing skills
Sound-spelling correspondences
1. Enable teacher to combine the teaching
A. Phonetics units with graphemic units
2. Give students practice in pronunciation
A. Along with practice in spelling
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The English consonants
1. The sounds of consonant letters
A. Depend on the environment
a. in which consonant letters occur
Ex:
“c” /k/ & /s/ c + (a, o, u, l, r) /k/ : cat, coat, cup, clock,
cry c + e, i /s/ : cell, city c + h /7/ : cheese c + k /k/ : chicken, duck (in the middle or
the end)
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2. The consonant letter of “h”
A. Powerful in changing the sound
a. varied environment
e.g., “ch” /ch/ : chopsticks
“sh” /S/ : sheep
“th” /θ/ : theme
Need to recognize these graphic clusters
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4. Teach students from different writing systems
A. Special writing exercises (see Appendix A)
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The English vowels
1. The vowel letters in English
A. Being more complex sound-spelling
correspondences
B. still have consistency and predictability
2. Basic Types of English Vowels
A. Consonant Vowel Consonant (CVC)
a. known as the environment for short vowels
B. CV or CVCe (the end with silent “e”)
a. known as the environment for long vowels
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3. Inappropriate term of short and long vowel
A. Associated with vowel length
B. For the real difference:
a. Phonetic quality
e.g., pit and pin
It seems than both two are short vowel.
However, Pit is shorter than pin.
Pit: Voiceless stop
Pin: Voiced nasal
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4. Environment A. Influence the quality of the vowel sound5. The environment CVC in (a, e, i, o ,u) A. Occurs as simple lax (relaxed muscle) B. Nondiphthongized > pan, pen, pin, pot and but. However, 6. The CVCe environment A. Occurs as tense and diphthongized > pane, Pete, pine, rope, and cute.
Diphthong : a vowel sound that starts near the articulatory position for one vowel
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7. Monosyllabic words
A. The rule that add the inflection (-ing)
a. to the final syllable stressed verbs
> needs letters doubling
e.g., sit sitting
8. Polysyllabic Words A. The same rule to any polysyllabic verb e.g., begin beginning
B. If the final syllable is not stressed
a. doesn’t need letters doubling e.g., open opening (stressed on the first)
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The English vowels
To sum up,
1.Not simple one-to-one letter sound correspondences
2.Its own consistencyEmbedded in the combination of letters
> with their immediate environments
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How do we teach mechanics?
1.Aims to teach reading and writing mechanicsEnhance letter recognition
> especially with different writing system
Practice sound-spelling correspondences
> via all four language skills
Help the learner move
> from letters and words
> to meaningful sentences
> to large units of discourse
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2. Three types of recognition tasks: Matching task Writing task Meaningful sound-spelling correspondence
practice
2-1. Matching task Enables learners develop
A. Effective recognition habits
> Based on distinctive graphic features.
(See Appendix A)
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2-2. Writing tasksStart with basic letter formation Leads to meaningful writing of words
and sentences. (Appendix B)
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2-3. Meaningful sound-spelling correspondence
practice
Requires learners to focus on
A. the pronunciation
B. the written shape of the spelling patterns
(Appendix C)
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More advanced writing tasks:
Developing basic communication tools
1. More advanced writing activities
A. Shifting the goal from the focus on the mechanics of writing To basic process-oriented tasks
B. Incorporating some language work
a. morphological and discourse level
Enable focus on both accuracy and content of the message
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2. A set of specifications of consideration Task description – goal and its importance Content description
> Content area related to the task Audience description
> the intended audience, their background, needs,
and expectation Format cues – plan of overall structure Linguistic cues
> grammatical structure and vocabulary choices Spelling and punctuation cues
> attention on spelling rules, acceptable
punctuation, capitalization conventions
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Practical writing tasks1. These writing tasks
A. Being procedural in nature
B. Have a predictable format (e.g. list) Focus on spelling and morphology
2. Many types of lists
A. “Things to do” lists
B. “Things completed” lists
C. “Message for my little sister” lists Provides with an opportunity to combine
> some spelling rules with morphological rules and with the logical creation of a meaning sentence
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A. “Things to do” lists
1. useful to practice verb base forms
e.g.,
A list for a group of students who are preparing
a surprise birthday party
Things to doThings to do
1. Buy a present for Donna (Sharon).
2. Call Donna’s friends (Gail).
3. Write invitations (Dan).
etc.
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B. “Things completed” lists
1. Useful to practice past forms of verbs
2. Regular and irregular formation:
a. - ed (regular)
b. the deletion of a final e before adding
e.g., -ed : live lived
c. double letter + -ed
when the end of the word is stressed
e.g., -ed : can canned
d. replacement of y with i
when the base ends is “consonant + y”
e.g., -ed : try tried
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Things completedThings completed
1. Planned the games for the party
2. Wrote the invitation
3. Bought the present
4. Called the friends
5. Tried to call Donna’s mother
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C. “Shopping” lists
1.practice the spelling of
> the plural ending of countable nouns
> the use of quantifiers /s/: when the end of the word is voiceless,
we pronounce /s/ : cups /z/: when the end of the word is voiced, we
read /z/ : models
In spelling pattern, /s/ and /z/ are the same /ez/: when the ends of the word are s, sh,
ch, x, o, we pronounce /ez/ : oranges
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D. Notes and messages
1. Practice brief and simple sentences
> with proper punctuation
> with a meaningful message
2. Design their own messages headings
e.g.,
Messages for My Little SisterMessages for My Little Sister
Wash the dishes in the sink.
Feed the dog.
Watch your favorite program on TV and have a good time.
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E. Other types
1. Activities
a. the filling in of forms
b. the preparation of invitation
> “greetings” and “thank you”
All of these specification should focus on orthographic, mechanical, and linguistic
accuracy
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Emotive Writing Tasks 1. Personal writing activity includes
A. letters to friends
B. narratives describing personal experiences
C. personal journals or diaries Letter Writing Personal Experience Journals and Diaries
2. Suitable for the more advanced stages
3. Journal and personal writing
> reflect the learner’s proficiency level
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School-Oriented Tasks 1. Important functions of writing
2. Students are required to
a. write assignments, summaries, answers
to questions, or a variety of essay-type
passages
All these activities
1. Given attention
a. at the linguistic-accuracy level
b. at the message-transmission level
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Dialogue journal writing at the early stages
1. Enables students and teachers
A. interaction on a one-to-one basis
B. communicative event at the early stages
a. of learning to write in a new language
2. Enables beginners
A. generate some personal input
B. receive the teacher’s direct feedback
3. Dialogue journal can be done
A. via e-mail and the communication
B. multimedia programs
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Conclusion Objective
1. Encouraging teachers
A. Use a variety of writing tasks at all level
a. particularly at the beginning level
Being a skill1. Plan and rethink the communication process
Provides the opportunity to focus on1. Linguistic accuracy2. Content organization
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The Major aim
1.The mechanics of writing are important
A. At the initial stage of learning
B. Establish a good basis in sound-spelling
correspondences
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Considerations for Teaching an ESL / EFL Writing Course
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Steps for Teaching CompositionSteps for Teaching Composition
Called Product ApproachPrinciples of rhetoric and organization
→ rules for writingA text for classroom discussion, analysisWriting assignmentRead, comment on, and criticize papers
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Process ApproachProcess Approach
vs. Product ApproachFocus on general academic writing, personal
writing (content course)A cyclical approach
1.) drafting
2.) receiving feedback ( from peer or teacher)
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Placement considerationsPlacement considerations
To sort students into levels of writing proficiency (homogeneous)
Prerequisite for curriculum planning (materials and methodologies)Placement test 1.) produce one or more writing samples 2.) TOEFL Test for Written English / 100-point ESL English Composition Profile 3.) multiple-choice grammar tests (×)
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Establishing Curriculum PrinciplesEstablishing Curriculum Principles
Based on skill levelsFor beginning or intermediate-level 1.) the imitation of models 2.) short texts 3.) self-expressionFor intermediate and advanced 1.) creation of self-generated texts
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ESL / EFL Writing ClassESL / EFL Writing Class
As a workshop to learn to produce academic essays through mastering techniques for
getting started → generating ideas → drafting papers → anticipating revising → utilizing feedback
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The Writing ClassThe Writing Class
Syllabus DesignTechniques for Getting StartedUsing Readings in the Writing ClassWriting AssignmentsRespondingGoal-SettingShaping FeedbackForms of FeedbackError Correction
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Syllabus DesignSyllabus DesignTake into account curricular goals and the
particular students 1.) How much writing 2.) What the timelines 3.) What composing process 4.) What grammar and syntax 5.) What constitute progress 6.) How much readings 7.) How to grade
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Techniques for Getting StartedTechniques for Getting Started
Brainstorming→ sharing their collective knowledge for their first drafts Listing→ individual activity / produce as lengthy a list as possibleClustering→ a key word or central ideaFree-writing (speed writing)→ write without taking the pen from the page / provide an opening clause or sentence
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Using Readings in the Writing ClassUsing Readings in the Writing Class
Models of what English texts look likeInput that helps students develop awareness of
English prose styleAttention to particular stylistic choices,
grammar featuresDevelop and refine genre awarenessPractice skills as summarizing, paraphrasing,
interpreting, and synthesizing
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Writing AssignmentsWriting Assignments
Refer to as a “Life Cycle”
1.) Let students know the context and reasons
2.) Content be accessible and allow for multiple approaches
3.) Be un-ambiguous and comprehensible
4.) Further knowledge of content and skills
5.) Rhetorical cues for format of finished assignments
6.) Let students know how their output will be judged
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RespondingRespondingWhat general goalsWhat specific goals on a particular piece
of writingWhat stage What formWho should provideWhat students do
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Goal-SettingGoal-Setting
Teacher
1.) implementing a variety of response types
2.) training students to maximize feedback
on future writing occasionsStudent
1.) make the best use of commentary
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Shaping FeedbackShaping Feedback
First draft
→ marginal and end comments
Second draft
→ further examined the second draft papers
Students should process and work with a teacher’s comments
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Forms of FeedbackForms of Feedback
Embrace the value of Collaborative LearningOral Teacher Feedback 1.) uncover potential misunderstanding 2.) learn more in the one-to-one exchange 3.)submit a cassette tape with each draftPeer Response 1.) gain a sense of audience 2.) put students together in groups 3.) must be modeled, taught, and controlled
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Way to Guide Peer ResponseWay to Guide Peer ResponseProvide a short list of directed questionsParticular rhetorical feature discussed in classTrained by reviewing an essay written by a students in a
previous classMore complex and varied questions
ex: What is the main purpose of this paper?
What have you found particularly effect in
the paper
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Maximize the Value of the FeedbackMaximize the Value of the Feedback
Provide practice in the valuable skill of text analysis
Written responses as the basis for oral discussion between reader and writer
Focus not only grammar but training and instruction
Different cultures and participants
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Error CorrectionError CorrectionGrammar and editing feedback as well as
instructionWriting course is not a grammar courseWork on eliminate grammar and stylistic
infelicitiesDecide WHEN, WHO, WHICH, and
HOW to correct
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How to Call Students’ attention to errorsHow to Call Students’ attention to errors
Point out specific errors by using a mark Correct by writing in the corrected formLabel specific errorsIndicate the presence of error but not the
precise locationIgnore specific errors
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GRAMMAR IN WRITINGGRAMMAR IN WRITING
9710008M Venus
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GRAMMAR IN WRITING
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Grammar in WritingGrammar in Writing
INTRODUCTION
Barbara Hawkins Doughty and Williams (1998) Hillocks (1986) Krashen (1982) Silva (1993) Scarcella (1996) Lightbown (1998)
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Grammar in WritingGrammar in Writing
The role of grammar in ESL/EFL writingWiddowson (1988)The importance of Grammar in Writing Instruction
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Grammar in WritingGrammar in Writing
General Guidelines For Integrating Grammar In Writing Instruction
Learner (learner-centered)Language to be taught
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Grammar in WritingGrammar in Writing
General Guidelines For Integrating Grammar In Writing Instruction
Learner Variables - Celce-Murcia (1985) - Ferris and Hedgcock (1998) - Reid (1998) - Native Speakers versus EFL Students - Error Avoidance
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Grammar in WritingGrammar in Writing
General Guidelines For Integrating Grammar In Writing Instruction
Learner Variables - Native Speakers versus EFL Students
Ex: 1) unable to explain Gr. rules able to explain Gr. rules 2) acquire English “by ear” learn English in classroom 3) unfamiliar with Gr. terminologies familiar with Gr.
terminologies
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Grammar in WritingGrammar in Writing
General Guidelines For Integrating Grammar In Writing Instruction
Learner Variables
- Celce-Murcia (1985)
- Ferris and Hedgcock (1998)
- Reid (1998)
- Native Speakers versus EFL Students
- Error Avoidance
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General Guidelines For Integrating Grammar In Writing Instruction
Situational Variables - Celce-Murcia (1985) - Little (1994) - Gr. in different objectives of classes - Gr. in different kinds of writing
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Analysis - learn how to use different kinds of grammatical features and grammatical systems Advantages: 1) help learners get familiar with prescriptive grammar rules
2) help learners realize implicit knowledge of grammar
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Activities For Incorporating Grammar Into Writing Instruction
Text Analysis - Considerations for Selecting Grammar Points and Materials for Text Analysis 1) depends on course objective to select materials
2) learn to write from reading - Holten (1997) 3) supplementary texts
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Activities For Incorporating Grammar Into Writing Instruction
Text Analysis - Considerations for Selecting Grammar Points and Materials for Text Analysis Six considerations for selecting texts and grammatical points for analysis 1) be appropriate for students’ developmental stages 2) reflect students’ writing needs for the course 3) be sources of text analysis on assigned course readings 4) be generally kept brief on the lessons 5) enhance the texts by underlining or bolding certain elements 6) follow text analysis on productive tasks
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Sample Text Analysis Lessons
- That and zero-that clauses
- Tense and Time Frame Shifts
- Demonstrative Reference
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Sample Text Analysis Lessons - That and zero-that clauses to help learners identify clauses in which “that” can be deleted optionally before a complement clause
Ex: 1) Margaret thinks she’s smarter than we are just because she’s smarter than we are. 2) I know I’m no longer young and pretty… 3) But I guarantee it won’t happen again. 4) It makes me feel good to know I might help save someone.
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Activities For Incorporating Grammar Into Writing Instruction
Sample Text Analysis Lessons - Tense and Time Frame Shifts EFL writers are often confused about the verb tense shifts; therefore, the writing teachers should review the reasons why we need to shift verb tenses and time frames.
Ex: Tense : from present to present perfect Time Frames : from present to past
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Sample Text Analysis Lessons
- Demonstrative Reference
The teachers give a text that has examples of both “this”
used in pronoun reference and “this” used in noun reference.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Guided Writing Activities
- Guided writings focus students’ attention on language
features that are difficult to them.
- They encourage learners to expand their linguistic resources
through eliciting exercises of grammatical structures.
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Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Learners have to rewrite passage or short texts.Ex: 1) present time frame past time frame 2) direct speech indirect speech
- Celce-Murcia and Hilles (1998)
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Revision and Editing Focused Exercises - Sentence Combining - Guided Paraphrase - Text Elicitation - Dictation - Text Completion
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Text Conversion
- Revision and Editing Focused Exercises
The purpose of the exercise is to address learners’ grammar
problems with the focus of the particular grammatical
structure.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Revision and Editing Focused Exercises Ex: We tested velocity by placing a green trace dye on the surface of the lot, at a measured point. After each run we estimated the vegetation cover using a five-point pin frame. We placed the pin frame in 20 places on the plot, moving downward.
Rewritten into Passive Voice: Velocity was tested by placing a green trace dye on the surface of the plot, at a measured point. After each run, the vegetation cover was estimated using a five-point pin frame. The pin frame was placed on the plot, moving downward.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Text Conversion
- Sentence Combining
1) Mellon (1969)
2) This technique was to develop syntactic fluency which involved
the kernel sentence combining.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Sentence Combining
Ex: The man was old. The man had gray hair. The man walked down the street. The man walked slowly.
Combined Sentence: The old, gray-haired man walked slowly down the street.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Sentence Combining 1) Mellon (1969)
2) This technique was to develop syntactic fluency which involved the
kernel sentence combining.
3) De Beaugrande (1985)
4) Draft revision is one of the most useful applications of sentence
combining for advanced ESL learners which can achieve a better flow
of information through clearer connections between ideas.
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Activities For Incorporating Grammar
Into Writing Instruction Text Conversion - Sentence Combining
Ex:
Written by Developing Writer
Oliver Sack is a neurologist. He wrote the article “Brilliant Light: A Chemical Boyhood.” In this article, he describes how his “Uncle Tungsten” influenced his love of science.
Written by Experienced Writer
In “Brilliant Light: A Chemical Boyhood,” neurologist Oliver Sacks describes how his “Uncle Tungsten” influenced his love of science.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Guided Paraphrase The developing of paraphrasing is one of the most important
skills in academic writing which can support student’s claims and develop their ideas.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Guided ParaphraseEx: 1) Original: People trying to interpret a situation often look at those around them to
see how to react. (base reactions on )
Rewrite: People trying to interpret a situation often base their reactions on those
around them.
2) Original: Even if a person defines an event as an emergency.....(decides)
Rewrite: Even if a person decides that an event is an emergency......
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Text Conversion
- Text Elicitation
The writing teacher can give a topic or writing objective
and a grammatical structure or structure for students’
practice.
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Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Text ElicitationEx: Text In many U.S. towns, the opening of large retail chain stores known as superstores has made it difficult for the local small business to keep customers. However, some of these local businesses are now successfully using the Web to increase sales and improve customer service.
Conditional Sentences If customers shop at chain superstores instead of their local businesses, the local stores may have to close. Unless small businesses find new ways to attract
customers, such as advertising on the Web, they may no be able to compete with superstores.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Text Conversion
- Text Elicitation
1) In this exercise, surveys, graphs and research articles related to the
writing topic are good sources for eliciting summaries.
2) It can help students diagnose their structural problems, develop
syntactic complexity and provide strategies for organizing and
displaying information.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Dictation 1) Dictation is a good way to help students understand the collocations between grammar and vocabulary.
2) three procedures in dictation
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Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Text Completion three types of text completion 1) Cloze passage 2) Gapped text 3) the third type
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Activities For Incorporating Grammar
Into Writing Instruction
Text Conversion - Text CompletionEx: Cloze
__1__ pollution may be defined as __2__ deterioration of __3__ everyday life’s natural resources. __4__ pollution is __5__ global problem that has affected __6__ quality of __7__ water we drink, __8__ air we breathe and __9__ land we use. __10__ scientific solutions to overcome __11__ problem have increased __12__ destruction.
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Grammar in WritingGrammar in Writing
Activities For Incorporating Grammar
Into Writing Instruction
Text Conversion - Text Completion
Ex: Gapped Text
passive, progressive aspect, present perfect, comparatives, superlatives, phrasal verbs
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Activities For Incorporating Grammar Into Writing Instruction
Text Conversion - Text CompletionEx: Third Type Climatologists have predicted that the continual warming of the earth’s surface,
commonly known as “the greenhouse effect,” could have dramatic consequences.
1. (a) The melting of the polar ice caps could be one result. (b) One result could be the melting of the polar ice caps.2. (a) This melting would, in turn, cause a rise of the sea level. (b) A rise of the sea level would, in turn, be caused by this melting.
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Grammar in WritingGrammar in Writing
ERROR DIAGNOSIS AND CORRECTION
Error Detection and Correction Exercises - The First Type The students are told how many errors there are with different types of errors.
Ex: The text below has the following errors: 1 preposition, 1 verb tense, 1 subject-verb agreement,
1 missing article.
This paper report on survey about values. Our English class take the survey last week in UCLA.
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Grammar in WritingGrammar in Writing
Error Diagnosis And Correction
Error Detection and Correction Exercises - The Second Type Students are given a text with numbered lines and they are told all of the line numbers have a certain type of error.
Ex: Identify and correct all of the verb form errors in the following text. Use the guide below to find the errors.
1. The Olympics were hold in Sydney, Australia 2. in 2000. Athletes from all over the world partici- 3. pated. The Olympics have inspire many young 4. people to excel in athletics.
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Grammar in WritingGrammar in Writing
Error Diagnosis And Correction
Error Detection and Correction Exercises
- The Third Type
It is using sentences that students wrote as the
material to focus on one error type.
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Grammar in WritingGrammar in Writing
Error Diagnosis And Correction
Editing Strategies and Techniques
- four kinds of techniques
1) Read-Aloud Technique
2) Pointing to Words
3) “Slow-Down” Techniques
4) Word Processing Grammar Checkers
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Grammar in WritingGrammar in Writing
Error Diagnosis And Correction
Teacher Feedback on Errors
- four guidelines and suggestions for providing feedbacks
1) underlining or highlighting errors
2) major errors
3) frequent errors
4) mini-conference
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Grammar in WritingGrammar in Writing
CONCLUSTION
An Overview of This Chapter
Ponsot and Deen (1982)