MGMP WRITING TEACHING

8/7/2019 MGMP WRITING TEACHING

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Teaching WritingTeaching Writing

LPMPLPMP


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Writing CompetenceWriting Competence

Writing as communicationWriting as communication

Writing as exchange ofWriting as exchange of

meaningsmeanings

Exchanging meanings at theExchanging meanings at the

levels of sentence,levels of sentence,

paragraph, genreparagraph, genre


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IS TEACHING WRITINGIS TEACHING WRITING

IMPORTANT?IMPORTANT?


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ISSUES TO DISCUSSISSUES TO DISCUSS

Why teach writing?Why teach writing?

Spoken and written languageSpoken and written language

Lexical density of textLexical density of textCohesion and coherence of textCohesion and coherence of text

Literacy in teaching writingLiteracy in teaching writing

Genre based writing teaching.Genre based writing teaching.

Teaching and learning cycle.Teaching and learning cycle.


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WHY HWRITI ?WHYTEACHWRITI ?

ReinforcementReinforcement

Some students acquire a language in a purely oral way, but othersSome students acquire a language in a purely oral way, but others

benefit greatly from seeing the language written down.benefit greatly from seeing the language written down.

Language developmentLanguage developmentThe actual process of writing helps students to learn as they goThe actual process of writing helps students to learn as they go

along.along.

Learning StyleLearning Style

Writing can be a reflective activity instead of the rush and bother ofWriting can be a reflective activity instead of the rush and bother of

interpersonal faceinterpersonal face--toto--face communication.face communication.

Writing as a skillWriting as a skill

Students need to know how to write something such as letters,Students need to know how to write something such as letters,

invitation, memo..(Harmer 1998:79)invitation, memo..(Harmer 1998:79)


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SPOKEN AND WRITTENLANGUAGESPOKEN AND WRITTENLANGUAGE

SPOKEN LANGUAGE

Turn taking organization

Context dependent

Dynamic structure:

*interactive staging*open ended

Spontaneous phenomena( false

start, hesitation, interruption,

incomplete clauses)

Everyday lexis

Non-standard grammarGrammatical complexity

Lexically sparse

WRITTEN LANGUAGE

Monolog organization

Context independent

Synoptic structure:

*rhetorical staging*closed ended

Final draft, indication of earlier

drafts removed.

Prestige lexis

Standard grammarGrammatical simplicity

Lexically dense

Source: Eggins, 1994:57


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LEXICAL DENSITY OF TEXTLEXICAL DENSITY OF TEXT

ItIt isis aa measuremeasure ofof thethe densitydensity ofof informationinformation inin anyany

passagepassage ofof aa text,text, accordingaccording toto howhow tightlytightly thethe lexicallexical

itemsitems (( contentcontent words)words) havehave beenbeen packedpacked intointo

grammaticalgrammatical structurestructure..I

tI

t cancan bebe measuredmeasured inin English,English, asasthethe numbernumber ofof lexicallexical wordswords perper clauseclause.. LexicalLexical densitydensity

levelslevels distinguishdistinguish writingwriting fromfrom speechspeech..

WrittenWritten EnglishEnglish tendstends toto bebe lexicallylexically dense,dense, thatthat is,is, itit hashas

aa highhigh ratioratio ofof contentcontent toto functionfunction wordswords andand aa smallsmall

numbernumber of of clauseclause.. ContentContent wordswords includeinclude nouns,nouns,regular/mainregular/main verbs,verbs, adjectivesadjectives andand adverbsadverbs..


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Lexical densityLexical densityGrammaticalGrammatical /function/function wordswords havehave littlelittle lexicallexical meaning,meaning, butbut theythey

expressexpress grammaticalgrammatical relationsrelations withwith otherother wordswords includeinclude pronouns,pronouns,

prepositions,prepositions, conjunctionsconjunctions andand auxiliaryauxiliary verbsverbs..

ExampleExample ::

SpokenSpoken languagelanguage::

ThisThis isis youryour phonephone billbill andand youyou havehave toto gogo toto thethe postpost

officeoffice toto paypay itit-- uhuh byby nextnext MondayMonday thatsthats whatwhat thisthis boxbox

tellstells youyou oror theylltheyll cutcut youryour phonephone offoff ..

WrittenWritten languagelanguage::

AllAll phonephone billsbills mustmust bebe paidpaid byby thethe datedate shownshown oror serviceservicewillwill bebe discontinueddiscontinued..


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COHERENCE OF TEXTCOHERENCE OF TEXT

InIn aa coherencecoherence text,text, eacheach sentencesentence relatesrelates clearlyclearly toto

topictopic sentencesentence oror controllingcontrolling ideaidea.. IfIf aa texttext isis coherent,coherent,

eacheach sentencesentence flowsflows smoothlysmoothly intointo thethe nextnext withoutwithout

obviousobvious shiftshift or or jumpsjumps.. AA coherentcoherent paragraphparagraph alsoalso

highlightshighlights thethe tiesties betweenbetween oldold informationinformation andand newnew toto

makemake thethe structurestructure ofof ideasideas clearclear toto thethe readerreader..

ToTo makemake aa paragraphparagraph coherent,coherent, studentsstudents cancan employemploy

thematicthematic progressionprogression inin their their paragraphparagraph.. ThematicThematic

progressionprogression refersrefers toto thethe wayway thethe themetheme ofof aa clauseclause maymaypickpick upup oror repeatrepeat aa meaningmeaning fromfrom aa precedingpreceding themetheme andand

rhemerheme..


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Kinds of thematic progressionKinds of thematic progression

patterns:patterns:According to Martin andAccording to Martin and RotherRother inin PaltridgePaltridge ((

2000:140) there are 3 kinds:2000:140) there are 3 kinds:

Theme reiteration/constant theme patternTheme reiteration/constant theme pattern

ZigZig zagzag/linear theme pattern/linear theme pattern

Multiple theme/ splitMultiple theme/ split rhemerheme patternpattern


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LITERACY IN TEACHING WRITINGLITERACY IN TEACHING WRITING

The target of teaching writing inThe target of teaching writing in

Junior high school is literate inJunior high school is literate in

functionalfunctional level.level.It means, students as a member ofIt means, students as a member of

society must be able to cope withsociety must be able to cope with

demands of everyday life that involvedemands of everyday life that involvewritten languagewritten language..


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GENREGENRE--BASED WRITING TEACHINGBASED WRITING TEACHING

This concept is based on the idea thatThis concept is based on the idea that

members of a community usually havemembers of a community usually have

little difficulty in recognizing similarities inlittle difficulty in recognizing similarities in

texts they use frequently and are able totexts they use frequently and are able to

draw on theirdraw on their repeated experiencesrepeated experiences withwith

such texts to read, understand, andsuch texts to read, understand, and

perhaps write them relatively easily.perhaps write them relatively easily.


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ADVANTAGESADVANTAGESOFOF GENRE BASEDGENRE BASED

WRITING TEACHINGWRITING TEACHING

ExplicitExplicit

Makes clear what is to be learned to facilitate theMakes clear what is to be learned to facilitate the

acquisition of writing skillacquisition of writing skill

SystematicSystematicProvidesProvides aa coherentcoherent frameworkframework forfor focusingfocusing onon bothboth

languagelanguage andand contextcontext..

NeedsNeeds--basedbasedEnsure the course objectives and contents are derivedEnsure the course objectives and contents are derived

from students needs.from students needs.


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SupportiveSupportive

gives teachers a central role in scaffolding students learning andgives teachers a central role in scaffolding students learning andcreativitycreativity

EmpoweringEmpowering

providesprovides accessaccess toto thethe patternpattern ofof possibilitiespossibilities ofof variationsvariations inin valuedvalued

textstexts

CriticalCritical

Provides the resources for students to understand and challengeProvides the resources for students to understand and challenge

valued discoursevalued discourse

Conscious raisingConscious raising

increases teacher awareness of texts to confidently advise studentsincreases teacher awareness of texts to confidently advise students

on their writingon their writing


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LEARNING CYCLELEARNING CYCLE

BKOFBKOF

This stage is the point at which overallThis stage is the point at which overall

knowledge of the cultural and socialknowledge of the cultural and social

context is built and developed. Classroomcontext is built and developed. Classroomtasks and activities at this stage enabletasks and activities at this stage enable

learners to:learners to:

1.Explore cultural similarities and differences related to the1.Explore cultural similarities and differences related to thetopic.topic.

2. Practice grammatical patterns relevant to the topic2. Practice grammatical patterns relevant to the topic

3. Build up and extend vocabulary relevant to the topic3. Build up and extend vocabulary relevant to the topic


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MOTMOT

This stage involves introducing learners toThis stage involves introducing learners to

a model of the genre they will be writing. Ina model of the genre they will be writing. In

this stage, there is explicit focus onthis stage, there is explicit focus on

analyzing the text:analyzing the text:1.Focusing on genre1.Focusing on genre

2.Discussing the social function/purpose2.Discussing the social function/purpose

3.Discussing the schematic structure3.Discussing the schematic structure4.Discussing the4.Discussing the lexicolexico grammatical featuresgrammatical features


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JCOTJCOT

AtAt thisthis stage,stage, thethe aimaim isis forfor thethe teachersteachers toto workworkwithwith thethe learnerslearners toto constructconstruct aa similarsimilar texttext..

BeforeBefore thethe actualactual constructionconstruction begins,begins, teachersteachers

needneed toto encourageencourage studentsstudents inin gatheringgathering

relevantrelevant information,information, researchingresearching thethe topictopic

backgroundbackground..

TheThe emphasisemphasis:: ProvideProvide guidanceguidance andand supportsupport inin

orderorder toto convertconvert andand reshapereshape languagelanguage fromfromspokenspoken toto writtenwritten modemode


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ICOTICOT

Make sure students are ready to construct theMake sure students are ready to construct thetext independently.text independently.

ICOT occurs only after group or pair constructionICOT occurs only after group or pair construction

has shown that students have gained control ofhas shown that students have gained control of

the field.the field.

Task and activities:Task and activities:

11..IncorporateIncorporate knowledgeknowledge of of schematicschematic structurestructure andand

lexicogrammaticallexicogrammatical intointo thethe writingwriting22..ProduceProduce writtenwritten texttext

33..ReadRead otherother examplesexamples ofof thethe genregenre inin contextcontext outsideoutside thethe

classroomclassroom

44..FeelFeel confidentconfident toto writewrite thethe texttext outsideoutside thethe classroomclassroom..


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Abstract Meanings (Metafunctions)Abstract Meanings (Metafunctions)

Ideational meaningsIdeational meanings

Interpersonal meaningsInterpersonal meanings

Textual meaningsTextual meaningsLogical meaningsLogical meanings

ConventionsConventions


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Developing ideational meaningsDeveloping ideational meanings

By developing noun phrases:By developing noun phrases:

The boyThe boyfoundfoundan eggan egginin his back yardhis back yard.. The young Indian boyThe young Indian boyfoundfounda largea large

golden egggolden egginin his beautiful back yard.his beautiful back yard.


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Developing Interpersonal MeaningsDeveloping Interpersonal Meanings

By changing the attitudes of the writerBy changing the attitudes of the writer

** The boy foundThe boy foundan egg in his back yardan egg in his back yard..** The boy did notThe boy did notfind an egg in his backfind an egg in his back

yard.yard.

The boy mustThe boy musthave found the egg in have found the egg in The boy couldThe boy couldfind an egg in his backfind an egg in his back

yard.yard.


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Developing Textual meaningDeveloping Textual meaning

By changing messageBy changing message

organisationorganisation

The boy found an egg in his backThe boy found an egg in his back

yard.yard.

In his back yard. The boy foundIn his back yard. The boy found

an egg.an egg. An egg was found by the boy inAn egg was found by the boy in

his back yardhis back yard..


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Developing Logical MeaningDeveloping Logical Meaning

By using various conjunctionsBy using various conjunctions

The boy was walking in the back yardThe boy was walking in the back yard

andandhe found a golden egg.he found a golden egg.

BecauseBecause he was walking in his backhe was walking in his back

yard, the boy found a golden egg.yard, the boy found a golden egg.

The boy was walking in the yard.The boy was walking in the yard.ThereforeTherefore, he found a golden egg., he found a golden egg.


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Communicating in a sentenceCommunicating in a sentence

Road signsRoad signs

Greeting, birthday, condolenceGreeting, birthday, condolence

cardscards

LabelsLabels

Protocols (rules in variousProtocols (rules in variouscontexts)contexts)


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Communicating in one sentence:Communicating in one sentence:

school rulesschool rules

Line up immediately when the first bellLine up immediately when the first bell

ringsrings

No bullying.No bullying.

Treat all school property with care andTreat all school property with care and

respectrespect

Keep the washroom cleanKeep the washroom clean

No food in the libraryNo food in the library

Respect others personal spaceRespect others personal space


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Communicating in one sentenceCommunicating in one sentence

Our deepest sympathy is with you.Our deepest sympathy is with you.May these flowers in some way help toMay these flowers in some way help to

express our heartfelt sympathy.express our heartfelt sympathy.

At a time such as this, words cannotAt a time such as this, words cannotexpress our feelingsexpress our feelings

I am deeply saddened by what hasI am deeply saddened by what has

happenedhappened


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Communicating in one sentenceCommunicating in one sentence

Happy birthday!Happy birthday!

A day to make a wish ... A whole year toA day to make a wish ... A whole year to

make it come true.make it come true.

Manny happy returns of the day.Manny happy returns of the day.

I wish you happiness!I wish you happiness!

Keep up the great work!Keep up the great work!


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The Golden Eagle

A man found an eagles egg and put it in the nest of a backyard

hen.

The eaglet hatched with the chicks and grew up with them. All

his life the eagle did what the backyard chickens did, thinking he

was one of them. He scratched the earth for worms and insects.

Years passed and the eagle grew very old. One day, he saw a

magnificent bird far above. It glided beautifully with its stronggolden wings. The old eagle looked up in the sky.

Who is that he asked. Thats the eagle, the king of the birds, hebelongs to the sky. We belong to the earth. We are chickenssaid his neighbor.

So the eagle lived and died a chicken, for thats what hethought he was.

(Adapted from Forum, January 1995)


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Issues in DevelopingIssues in Developing

ParagraphParagraph

AreAre


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Text UnityText Unity

CohesionCohesion

CoherenceCoherence

ConventionConvention

NegotiationNegotiation


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Discourse CompetenceDiscourse Competence

COHESIONCOHESION

-- Reference (anaphora, cataphora)Reference (anaphora, cataphora)

-- Substitution/ellipsesSubstitution/ellipses

-- ConjunctionConjunctionLexical chains (related to content schemata), parallelLexical chains (related to content schemata), parallel

structurestructure

DEIXISDEIXIS

-- Personal (pronouns)Personal (pronouns)

-- Spatial (Spatial (here, there; this, thathere, there; this, that))

-- Temporal (Temporal (now, thennow, then,, before, afterbefore, after))

-- Textual (Textual (the following chart; the example abovethe following chart; the example above))


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Discourse CompetenceDiscourse Competence

COHERENCECOHERENCE-- Organized expression and interpretation of content andOrganized expression and interpretation of content and

purpose (content schemata)purpose (content schemata)

-- ThematizationThematization and staging (themeand staging (theme--rhemerheme development)development)

-- Management of old and new informationManagement of old and new information-- Propositional structures and their organizationalPropositional structures and their organizational

sequencessequences

temporal, spatial, causetemporal, spatial, cause--effect, conditioneffect, condition--result, etc.result, etc.

-- Temporal continuity/shift (sequence of tenses)Temporal continuity/shift (sequence of tenses)


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NegotiationNegotiation

Negotiating means responding.Negotiating means responding.

The responding act can be doneThe responding act can be done

interpersonally and logicointerpersonally and logico--semantically.semantically.

These lie at the heart of communicativeThese lie at the heart of communicative

competencecompetence

These are the focus of language education.These are the focus of language education.


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OldandNewInformationOldandNewInformation

Once upon a time, there wasOnce upon a time, there was a little girla little girl called Goldilocks.called Goldilocks.

SheShe was beautiful and very brave.was beautiful and very brave.

NearNearherherhouse, there washouse, there was a junglea jungle..

In the jungleIn the jungle, there lived the Bear family: Papa bear,, there lived the Bear family: Papa bear,Mama Bear and Baby Bear.Mama Bear and Baby Bear.


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The Golden Eagle

A man found an eagles egg and put it in the nest of a backyardhen.

The eaglet hatched with the chicks and grew up with them. All

his life the eagle did what the backyard chickens did, thinking he

was one of them. He scratched the earth for worms and insects.

Years passed and the eagle grew very old.O

ne day, he saw amagnificent bird far above. It glided beautifully with its strong

golden wings. The old eagle looked up in the sky.

Who is that he asked. Thats the eagle, the king of the birds, hebelongs to the sky. We belong to the earth. We are chickenssaid his neighbor.

So the eagle lived and died a chicken, for thats what hethought he was.

(Adapted from Forum, January 1995)


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Imaginative RecreationImaginative Recreation

Retell a story from a different perspectiveRetell a story from a different perspective

The Eagles story can be told byThe Eagles story can be told by

The manThe man The eagle itselfThe eagle itself

The neighborThe neighbor

The eagles motherThe eagles mother The flying eagleThe flying eagle


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The eagles mothers PerspectiveThe eagles mothers Perspective

Once I was nesting on a big tree around aOnce I was nesting on a big tree around a

farmers back yard. I thought I had tenfarmers back yard. I thought I had ten

eggs then, but one day I lost one of them. Ieggs then, but one day I lost one of them. I

searched for the missing egg but it wassearched for the missing egg but it was

nowhere to be found. nowhere to be found.


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The eagles PerspectiveThe eagles Perspective

On the day I was born, I found myself in aOn the day I was born, I found myself in a

farmers back yard. The first thing I sawfarmers back yard. The first thing I saw

was my mother. She was my mother. She


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The flying eagles perspectiveThe flying eagles perspective

One day, I was flying above a farmersOne day, I was flying above a farmers

back yard where a lot of chickens wereback yard where a lot of chickens were

busy eating. However, I spotted somethingbusy eating. However, I spotted something

strange. One of the chickens looked likestrange. One of the chickens looked like

me. me.


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