Writing skill

Welcome to
Training course for teaching English
SỞ GIÁO DỤC VÀ ĐÀO TẠO QUẢNG NGÃI
PHÒNG GD & ĐT SƠN TỊNH
Tháng 11 năm 2012
Designer: Nguyen Thu Nguyet
What do these figures talk about?
6 = 180 = 4320 = 259200 =
4 = 96 = 5760
2 = 48 = 2976
3,15 = 13
3,15 = 9,45 =
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HAPPY TEACHERS’ DAY!
THE TEACHING OF WRITING SKILLS
NỘI DUNG CHÍNH
1. NARRATIVES.
2. INFORMATION REPORTS.
3. PROCEDURES.
4. EXPOSITIONS.
5. RECOUNTS.
6. EXPLANATIONS
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NARRATIVES:
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INFORMATION REPORTS
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1.Features: + an information report classifies and describes phenomena in the real world ( its parts , behavior , qualities, etc…..)
+ It is a piece of text that presents information about a subject
+ This type of text is used for lectures on a topic , or when you write on things such as computers , sports , natural disasters , etc….
+ It usually contains facts about the subject, a description of it , and information about its parts , behavior , and qualities.
PROCEDURES
(HOW TO DO THINGS )

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1.Definition: A procedure is a text type designed to present instructions on how something should be done. Examples of procedure texts are directions, recipes, scientific experiments, etc…..
* Procedure texts have a number of characteristics that set them apart from other text types, i.e.:
+ Sequencing of actions is a key feature
+ The level of shared knowledge between the writer and the reader is important
+ Issue related to the use of authority are so important
EXPOSITIONS
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1.Definition: Expositions are texts that attempt to persuade you to take a position on an issue. They come in a variety of text forms , but one way to classify them is to see them as predominantly as a case of:
+ persuading that ( justifying a position or interpretation)
Or:
+ persuading to ( arguing for some sort of action to be taken)
Examples of exposition texts are : advertisements, editorials , spoken arguments, legal texts, etc….
WRITTING SKILLS
ENGLISH 8
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ENGLISH 9
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EXPOSITIONS
NARRATIVES
INFORMATION
REPORTS
PROCEDURES
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EXPOSITIONS
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NARRATIVES
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INFORMATION REPORTS
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PROCEDURES
Build the field to give students ideas about what to write.
Model the text type to teach the features of

*** Lead a joint construction exercise.
Specify (and provide for) an independent writing assignment.
Procedure for lesson plan
Information Reports.
Procedures.
Narratives
WRITING LESSON PLAN
TEXT TYPE: PROCEDURE
Trainees:
Ngo Thi My Hien
Ngo Thi Hong Loan
Cu Xuan Tuan
Nguyen Vo Van Lam
Do Thi Mong Huyen
Lecturer: Dr. Alexander Arguelles
LESSON PLANNING PROCEDURE
Objective: By the end of the lesson, students can write a procedure to present on how to use a food blender.
Level: grade 10
Number of students: 45
Time allowed: 45 minutes
Materials: handouts, OHP, computer, markers, pictures…
BUILDING THE FIELD
Watch a video clip.
Brainstorm verbs.
Order steps.


Activity 1.
Watch the video clip then list the verbs used in the video clip which are related to how to insert a sim card cellphone?
VERB
insert
press
slide
push
remove
lift
put
Suggested answer:
ACTIVITY 2
Put the following steps in correct order to make instructions about inserting a sim card to a a cellphone
4. Press the locking catch and slide the cover then lift it off the phone
3. Push two catches in the opposite directions and remove the battery
2. Slide the SIM card carefully into the slot.
1. Put the battery and align it until snaps into its place.
5. insert the two catches of the back cover corresponding slot in the phone and slide the cover forward button of the phone until locks into place.
*Key: 4, 3, 2, 1, 5
MODELLING
HOW TO INSERT SIM CARD CELL PHONE
Cell phone is a modern communication device which connects one to the others by voice, written message and data. However this device can not work until the SIM card is inserted.
When inserting the Sim Card to cell phone, . ,then make sure that the cell phone has been switched off and follow the direction bellow:

Introduction and aim of the procedure
List of materials needed
structure
Language features
you need a mobilephone and a sim card
First of all, press the locking catch and slide the cover then lift it off the phone. After that, push two catches in the opposite directions and remove the battery. Next, slide the sim card carefully into the slot and make sure that the golden connect arson are facing to the connector of the phone. Then, put the battery and align it until snaps into its place.
Finally, insert the two catches of the back cover corresponding slot in the phone and slide the cover forward button of the phone until it locks into place. Don’t forget to switch on the cell phone. Wait until it is ready to use.
Sequence of steps in order they need to be done
Sentences beginning with verbs, stated as commands
Words showing orders
structure
Language features
PUT THE FOLLOWING SENTENCES OR PHRASES INTO THE CORRECT BOX
Steps usually begin with an imperative command
Maybe the title of the text
Maybe omitted where irrelevant
Maybe an introductory paragraph
Maybe a list
Maybe a paragraph
The order is usually of crucial important
Number can be used to show 1st , 2nd .....
Such words as now, next ... can be used
JOINT CONSTRUCTION
Activity 1: The following pictures are related to how to use a food blender but they are in jumbled. Work in groups of six, put them in the correct orders.
1
2
3
6
5
4
*Key: 1, 3, 4, 2, 6, 5
JOINT CONSTRUCTION
Activity 2: Look at the pictures and tell the other students the instructions on how to use a food blender.
Example:
First, place the container on the base and turn it clockwise.
Next, ......................................................
......................................................................
INDEPENDENT WRITING
Write the instructions on how to use a food blender, use the pictures and the information in joint construction.
Post writing
Peer edition
Teacher correction
NARRATIVES:
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2.Features : 1. Typical features:
+ Narratives have a more complex and flexible structure than recounts and come in a variety of genres
( romance , historical fiction , fantasy , science fiction, etc……)
+ Narratives come in forms such as novels , short stories , plays , fairy tales, etc …..
NARRATIVES:
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2. Constructing a narrative
The steps for constructing a narrative text are:
+ an orientation ( can be a paragraph , a picture or opening chapter ) in which the narrator tells the audience about who is in the story , when the story is taking place and where the action is happening
+ a complication that sets off a chain of events that influences what will happen in the story
+ a sequence of events where the characters react to the complication
+ a coda that provides a comment or moral based on what has been learned from the story ( an optional step)
NARRATIVES:
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3. Language features of a narrative
The language features usually found in a narrative are:
+ specific characters
+ time words that connect events to tell when they occur
+ verbs to show the actions that occur in the story
+ descriptive words to portray the characters and settings
NARRATIVES:
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4. ACTIVITIVES TO TEACH NARRATIVES:
a. Co-operative writing:
b. First lines
c. Word collage
d. The art of describing
NARRATIVES:
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5. NARRATIVE LESSON PLAN DEVELOPMENT GROUP ASSIGNMENT FOR THE TEACHING OF WRITING
Task
Procedure for lesson plan
Build the field to give students ideas about what to write.
Model the text type to teach the features of narratives.
*** Lead a joint construction exercise.
Specify (and provide for) an independent writing assignment.
INFORMATION REPORTS
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2. Constructing an information report
The steps for constructing an information report are:
1. A general opening statement that introduces the subject of the report – it can include a short description and a definition
+ Tells audience what the text is going to be about
+ Can include a short description of the subject
+ Can include a definition of the subject
2. A series of paragraphs about the subject – usually a new paragraph describes one feature of the subject and begins with a topic ( or preview) sentence
+ Each paragraph usually begins with a topic sentence
+ The topic sentence at the beginning of each paragraph previews the information contained in the rest of the paragraph
+ The sentences after this preview give more details
+ Each paragraph should give information about one feature of the subject
+ These paragraphs build a description of the subject of the report
+ These paragraphs may include technical language that is related to the subject
3. A conclusion that summaries the information presented and signals the end of the report
INFORMATION REPORTS
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3. Language features of a information report:
The language features usually found in an information report are:
+ using technical language related to the subject.
+ employing generalised terms.
+ using of the timeless present tense.
INFORMATION REPORTS
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4. Activities to teach information reports:
Focus on Organization and Language Features of Information Reports.
Focus on topic sentences and supporting details
Focus on vocabulary.
Focus on technical language for defining and classifying.
Focus on tense and information reports.
Focus on referents and reference items.
Focus on fact versus opinion.
INFORMATION REPORTS
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5. Information Report Lesson Plan Development Assignment for the Teaching of Writing
Task
Procedure for lesson plan
Build the field to give students ideas about what to write.
Model the text type to teach the features of Information Reports.
*** Lead a joint construction exercise. ***
Specify (and provide for) an Independent writing assignment.
PROCEDURES
(HOW TO DO THINGS )
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2.Features: 1. Language features of procedure texts:
+ Use of technical terminology
+ Detailed, factual description of materials ( shape, size , color, amount, etc…..)
+ Imperatives, (e.g., put , hold, insert…)
+ Connectives ( time words or numbers) to sequence the action, e.g., First , Next , …
+Adverbial to give detailed description of how action should be done in terms of time, place, and manner ( e.g., after you have done this …., 6cm from the top …., stir gently)
+ Use of inclusive second person YOU in the present simple tense
+ Use of possessive pronouns (e.g. , at the bottom of your screen)
+ Sometimes omission of articles ( e.g., Wash tomatoes and bean spouts)
PROCEDURES
(HOW TO DO THINGS )
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2. Constructing a procedure text
The steps for constructing a procedure text are:
+ an introductory statement that gives the aim or goal.
+ a list of materials that will be needed for completing the procedure.
+ a sequence of steps in order they need to be done.
PROCEDURES
(HOW TO DO THINGS )
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3. Activities:
1. Preparing paints and other materials for arts and crafts.
2. Mastering a chapter in a foreign language textbook.
3. Conducting a scientific experiment
4. Recipe for making a dish of food
4. Procedures Lesson Plan Development Group Assignment for the Teaching of Writing
Task
Procedure for lesson plan
Build the field to give students ideas about what to write.
Model the text type to teach the features of Procedures.
*** Lead a joint construction exercise. ***
Specify (and provide for) an Independent writing assignment.
PROCEDURES
(HOW TO DO THINGS )
EXPOSITIONS
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3. Language features of expositions :
+ Modality, or the use of words that show the writer’s attitude
+ Emotive words that express the author’s feelings
+ Use of words to link cause and effect in regards to the position
EXPOSITIONS
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3. Generic structure and Expositions scaffold :
Written expositions have three parts that argue a point of view or otherwise attempt to persuade the reader , as shown in this scaffold:
a) Thesis statement ( Introductory statement)
+ The author`s point of view, called the thesis statement, is given in the introduction
+ The introduction also includes a preview of the arguments that will follow in the next section of the text
+ Questions or emotional statements can be used to get the reader’s attention
b) Arguments ( To convince the audience)
+ Order points with elaboration and support are presented in a new paragraph for each new argument
+ Each new paragraph begins with its own topic sentence to introduce a new argument
+ Following each new topic sentence come details that support the argument
+ Emotive words are used throughout in order to persuade the reader to adopt the author’s position
c) Restatement of position ( Conclusion – obligatory)
+ The author restate his thesis or point of view
+ The author summarize what has been stated above
+ The author reaffirms the general issues , possibly calling for action
EXPOSITIONS
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5. Features of A good argument :
+ clearly expressing a point of view
+ using generalisations or reasons to support the argument
+ using evidence to prove the generalisations or reasons to support the reasons
+ using cause and effect
→Clearly expressing a point of view:
- Expositions begin their argumentation or persuasion by stating the author’s point of view in his thesis statement. A thesis is :
+ What the writer hopes to prove to the reader
+ The subject of the text
+ A statement of what the writer believes
+ The line of the argument
- A good exposition makes the thesis very clear, right from the beginning. Here are some ways of introducing your point of view:
+ The advantages of ……
+ I propose …..
+ My point of view is …..
+ There are many reasons for ….
+ It would seem that ….
+ My opinion is …..
- In addition, the point of view is restated in the conclusion of the text, for example as follow:
+ Therefore, it can be seen that ….
+ Consequently, it is better to ….
+ After considering the above points, one has to agree that….
+ Thus, in summary….
EXPOSITIONS
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6. Activity:
Text Analysis
Using Generalizations or reasons to support the argument
Using evidence to prove the generalizations or support the reasons
Showing cause and effect
Analyzing the audience: advertising to different age group
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RECOUNTS
What is a recount? A recount relates an unfolding of an ordered sequence of events over time, and it often offers an interpretation of the past experience related . Recounts are written to retell events with the purpose of informing and/or entertaining the intended audience by means of the details and descriptions recounted
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RECOUNTS
2. Main types:
a) Personal recount: ( conversations , interview , letters , speeches , etc…) : retelling of an activity the writer/ speaker has been personally involved in.
b) Factual recounts: ( depositions, eyewitness accounts , observational reports , 3rd person descriptions of personal recounts), recording the particulars of an event, sometimes in order to evaluate their significance
c) Historical recounts: ( factual histories, newspaper style reports, etc….) a variant of a factual recount, relating significant events in history.
d) Imaginative recount: ( accounts of a dream written in letters or interviews, or fictional recounts of pure imagination) : taking on an imaginary role and giving details of event
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RECOUNTS
3. Constructing a written recount
The recount text type retells past events, usually in order in which they happened. The steps for constructing a written recount are:
+ a first paragraph that gives background information about who, what , where ,and when ( called orientation)
+ a series of paragraph that retell the events in order in which they happened
+ a concluding paragraph ( not always necessary)
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RECOUNTS
4. Language features in a recount :
The language features usually found in a recount are:
+ proper nouns to identify those involved in the text
+ descriptive words to give details about who , what , when , where and how
+ the use of the past tense to retell the events
+ words that show the order of events ( for example , first , next , then)
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RECOUNTS
5. Typical generic structure or scaffold of a recount:
A recount has three main parts:
+ Orientation - A first paragraph that gives background information about who, what , where ,and when
+ Sequence of events - A series of paragraph that retell the events in order in which they happened
+ Conclusion - A concluding paragraph that may include commentary ( optional )
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EXPLANATIONS
1. What are explanations ?
Explanations are similar to Information Reports, but while Information Reports may simply describe and classify factual phenomena, Explanations must go beyond this to tell how or why something occurs or is the way it is. In other words, Information Reports involve giving accurate details about the things they describe, while Explanations involve documenting the steps of a process ( the how ) and giving the reasons ( the why)
Thus, Explanations typically help us understand a process, a system or a procedure by dealing with questions of how and why. Explanations may be relatively simple, but they may also become more complex when they deal with ideas and systems of thought that may be in conflict
More specifically, Explanations commonly address broad questions such as:
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* How does it work?
- Mechanical / Technological Explanation ( e.g., How does a machine work?)
- System Explanation ( e.g., How does an organization function?)
- Natural Explanation ( e.g., How are clouds formed?)
* Why is it so?
- Why something happens/ is happening / happened?
- Why something is / was necessary?
- Why things are similar or different
EXPLANATIONS
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2. Constructing a written explanation
The steps for constructing a written explanation are:
+ a general statement about the event or thing
+ a series of paragraphs that tell the how’s or whys
+ a concluding paragraph
EXPLANATIONS
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3. Language features in a recount :
The language features usually found in an explanation include:
+ the use of technical languages/terms
+ words that show cause and effect
● To cause / trouble / problems / an illness / an accident
●To produce / a report, good result, evidence, statistics
●To give / a lot of pleasure / a reason
●To generate/ revenue / interest/ enthusiasm / graphics
+ use the timeless present tense / present simple tense and / or passive voice generally predominate over other tenses
+ Modality to show lack of certainly ( when, if , under these circumstances )
+ Comparison and contrast ( as, similar to // on the other hand , however)
+ Conditional sentences, e.g.:
●If you do this, this happens
●If you do this, this will happen
●If you did this, this would happen
●If you had done this, this would have happened
+ Other cause and effect structures ( as a result, consequently, etc…)

EXPLANATIONS
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Types of writing tasks
Types of writing
tasks
letters
informal
formal
articles
announcements
reports
poems
plays
stories
talks/speeches
news
essays
composition
Resources used in teaching writing
Resources used in
teaching writing
Maps
Picture series
Short notes
A set of questions
Diary entries
Charts, tables,
graphs
Schedules
Advertisements
Tv, bus, trains, etc
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TESTING OF WRITING SKILLS
What to test?
Language
Sentence complexity
Content/Ideas
Accuracy
Syntax
Complex
Compound
Simple
Vocabulary
Organisation
Paragraphing
Topic sentence
Supportive sentences
Clarity
Quantity
Quality/levels
MARKING SCHEME FOR WRITING
MARKING SCHEME FOR WRITING
Thank you for your attention
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