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Materials for developing writing skills
This document discusses materials for developing writing skills. It outlines four key roles of instructional materials: modeling, language scaffolding, reference, and stimulus. When selecting materials, teachers should consider their students' proficiency levels and needs. A variety of materials can be used, including textbooks, internet resources, and teacher-created materials. An effective model for material design includes input text, content focus, language focus, and writing tasks.
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Overview of materials for teaching writing; their role in bridging teaching and learning.
Discusses four key roles of materials: model, language scaffolding, reference, and stimulus for writing.
Criteria for selecting materials based on students' proficiency, learning purpose, and text types.
Advantages of internet resources for authentic materials and various teaching tools.
Recommendations for creating writing materials through team collaboration and existing sources.
Key components of a materials design model: input, content focus, language focus, and task.
Using input texts to highlight genre features and enhance writing comprehension through discussion.
List of cited references for the study and development of writing materials.
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Materials for developing writing skills
- 1. Materials for DevelopingWriting Skills Sarah O. Cruz
- 2. Materials for DevelopingWriting Skills • Together with teaching methodologies, materials represent the interface between teaching and learning, the point at which the needs, objectives and the syllabi are made tangible for both teacher and students
- 3. Roles of Materialsin writing Instruction 1.Model • presents good examples of the target genre and illustrate its distinctive features(lexical, grammatical and rhetorical) • Must be relevant and authentic
- 4. Roles of Materialsin writing Instruction 2. Language Scaffolding • Provides opportunities for discussion, guided writing, analysis, and manipulation of target structures and vocabulary, • Grammar should be taught inductively(top- down) • Grammar as resource for producing text
- 5. Roles of Materialsin writing Instruction 3. Reference Provides explanations and examples of relevant forms
- 6. Roles of Materialsin writing Instruction 4. Stimulus • Encourages learners to think about and use language
- 7. Selecting Writing Materials A.Ask • 1. What is the proficiency of my students? • 2. Why are they learning English? • 3. What texts will they need to write in their social, academic, and workplace contexts?
- 8. Selecting Writing Materials B.Determine the text types to which the students need to be familiar • Emails • Reports • Narratives • Persuasives
- 9. Textbook as WritingMaterial "Teaching writing is primarily a local and complex endeavor which defies being packaged into a single textbook." • Consider the textbook's local relevance (i.e., suitability to the needs of the students, teachers, curricula) • Remember the five methods of adapting materials: adding, deleting, modifying, simplifying, reordering.
- 10. The Internet • Someof the many advantages: offers access to an abundance of authentic materials • encourages collaborative research and writing projects • provides access to dictionaries, corpora, and reference aids • provides opportunities for student written communication and dissemination of their work to a wider audience
- 11. Representative Resources forTeachers and Students • Dave's Internet Cafe (www.eslcafe.com) • BBC English (www.bbc.co.uk/worldservice/learningenglish/) • Writing Centers' Online Discussion Community (lists.uwosh.edu/mailman/listinfo/wcenter) • WPA-L: Writing Program Administration (www.wpacouncil.org/wpa-l) • Online Writing Lab (OWL) at Purdue (owl.english.purdue.edu) • Using English (www.usingenglish.com) • ESL Gold (www.eslgold.com/writing) • Blackboard, Moodle, etc.
- 12. Creating Writing Materials Recommendation •participating in materials-writing teams • leaning heavily on existing materials
- 13. Model for MaterialsDesign (Hutchison and Waters 1987) • Four key components: A. Input (text that provides stimulus for thought, context and purpose for writing, opportunities to use and build on prior knowledge, etc.) B. Content Focus (topics, situations, and information for meaningful communication)
- 14. Model for MaterialsDesign (Hutchison and Waters 1987) C. Language Focus (opportunities for text analysis and integration of new knowledge) D. Task (culminating communicative activity and writing assignment)
- 15. Using the InputText • model to highlight genre features and context • foundation for building content schemata and initiating writing through extensive reading and discussion (focus on comprehension, reflection, engagement)
- 16. References • Masood, A citeseerx.ist.psu.edu/viewdoc/download?doi= 10.1.1.837.7694&rep=rep1&type. •Tomlinson, B http://www.iltec.pt/pdf/Principles%20and%20 Procedures%20of%20Materials%20Developm ent%20Paper.pdf • https://prezi.com/jtxdjtmoi-va/materials-for- developing-writing-skills-ken-hyland/