Day 15 presentation on writing process

Day 15 presentation on writing process

• 1.
  An Overview ofThe Writing Process Project Georgetown University Center for Language Education and Development
• 2.
  What is aWriting Process Project? • A writing process project is a cooperative effort among students in groups or pairs in which they give each other feedback at each stage of the writing process. Georgetown University Center for Language Education and
• 3.
  How does writingprocess help English language learners? • Because the process approach to teaching writing breaks the complex process of composing into small parts, it assists language learners and others with managing the task of writing. Georgetown University Center for Language Education and
• 4.
  How does writingprocess help English language learners? • Also, because students are using academic English to give each other feedback, they are strengthening their speaking and listening skills as well as their overall language competency related to their writing topic. Georgetown University Center for Language Education and Development
• 5.
  What are thesteps in Process Writing? • Five phases of writing: • 1) Prewriting • 2) Drafting • 3) Revising • 4) Editing • 5) Publishing Georgetown University Center for Language Education and Development
• 6.
  1) Prewriting • Prewritingis the phase when a writer works to establish a topic and gather information concerning the topic. • In prewriting a writer may discuss ideas with a partner, make a cluster or simply brainstorm some ideas. Georgetown University Center for Language Education and Development
• 7.
  1) Prewriting: Topic •The teacher should provide a topic such as “my favorite holiday” or another appropriate prompt. • There are a wide variety of topics appropriate for different levels of English learners, from descriptive writing to persuasive. Georgetown University Center for Language Education and Development
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  1) Prewriting: Brainstorming •Brainstorm ideas with a partner or small group and receive feedback. Georgetown University Center for Language Education and
• 9.
  1) Prewriting: Outlines •After the brainstorming session, students should make an outline, which will also be shared with the group or partner for feedback. Georgetown University Center for Language Education and
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  2) Drafting • Studentsshould write a first draft, following the outline that organized their initial ideas. Georgetown University Center for Language Education and Development
• 11.
  Drafting – Feedback •Students share their drafts, first sharing any special questions or concerns, by reading aloud to their partner or group. • Other group members provide feedback and suggestions. Georgetown University Center for Language Education and Development
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  3) Revising • Afterthe first draft is shared, the group or partner should help the writer to revise his work. • Revision is the phase when a writer works to make sure the message is as clear as possible, rearranging ideas and perhaps changing words and sentences. • Georgetown University Center for Language Education and Development
• 13.
  3) Revising • Ofcourse the teacher will have to help the class decide what the components are of a good essay/story/poem/paragraph or whatever the focus of the task is. • This should help students provide meaningful feedback. Georgetown University Center for Language Education and
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  4) Editing • Afterstudents have prepared a second draft based on the revision stage, the next step is to EDIT the work. • The editing phase is dedicated to correcting mechanics, spelling, and punctuation. Georgetown University Center for Language Education and Development
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  4) Editing • Intheir groups/pairs, students share (revised) stories for feedback on mechanics appropriate to their level. • Students edit their work based on the feedback they receive. Georgetown University Center for Language Education and
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  4) Editing • Theediting stage is another opportunity for the teacher to review grammar and mechanics. Georgetown University Center for Language Education and
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  5) Publishing • Finally,in the publishing phase, the writer shares the final product with others. • Class publication provides group motivation, and can be part of the class collaborative discussion. Georgetown University Center for Language Education and Development
• 18.
  5) Publishing • Publishingcan be as simple as posting the papers in the hallway or collecting them to make a “book”. • Papers could be published on the internet. Georgetown University Center for Language Education and
• 19.
  Can the writingprocess work with a large class? • Yes – it works well. The teacher must be available and circulate to oversee group work and assist. Georgetown University Center for Language Education and
• 20.
  Writing process and timing • Meeting only weekly with students is an advantage in this model because students have plenty of time to complete their assigned writing or editing between sessions. Georgetown University Center for Language Education and
• 21.
  What other advantagesand disadvantages do you see? Class Discussion…. Georgetown University Center for Language Education and