Putting Thought to Paper

7/28/2019 Putting Thought to Paper

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Thinkit.

Say it.Write

it.Readit.


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Clear, fluent andeffective

communication ofideas

Content Relevance, clarity,

originality, logic,etc.

The WritersProcess

Getting ideas, gettingstarted, writing drafts,revising

Audience

The reader(s)

Purpose

The reason for

writing

WordChoice

Vocabulary,idiom, tone

Organization

Paragraphs, topicand support,cohesion and unity

Mechanic

Handwriting,spelling,punctuation, etc.

Grammar

Rules for verbs,agreement,articles, pronouns,etc.

Syntax

Sentence structure,sentenceboundaries,stylistic choices,etc.

Source: Raimes, A., (1983). Techniques in teaching writing. (p.6)


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4.2 Complete texts with the missing word, phrase orsentence.

4.3 Construct simple and compound sentences with guidanceand independently.

4.6 Write simple factual descriptions of things, events, scenesand what one saw and did.

4.8 Write to express oneself creatively such as whencomposing simple poems and stories, creating greeting cards,posters, etc.

4.9 Spell correctly and take dictation .

4.10 Punctuate meaningfully.


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Techniques for Guided Writing:

Writing from class-generated guidelines

Picture composition with skeleton outline

Writing from short notes


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Pre-writing helps you to get started withwriting.

It breaks through writers block, getting theideas flowing and helping you find astarting points.

It reduces the anxiety and frustration thatyou might felt in the past as you beganwriting.


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Brainstorming An effective way of getting ideas flowing.

It can best be used to:

Choose a topic

Identify a reason or purpose for writing

Develop a topic

Work out plot

Develop the organization of ideas


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Graphic organizer

A drawing that shows ideas connected to each

other in different ways.

Monday schoolGet up early

Hate it!

2 loud alarm clocks

classes See friends

homework

Too much!

cooking


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Listing

A list that looks like a shopping list.

Write everything that occurs to mind.

Cross out ideas that you do not want to use and /

or add new ideas that occur to you.

Numbering the ideas in the list accordingly.


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Originality

Systematic flow of ideas (cohesiveness)

Good organization of ideas

Varieties sentence structures Use relevant new words that related to the

topic/theme e.g. adj, adv., proverbs, idioms etc.

Correct use of language

Legible handwriting Introduction and closure

Interesting and creative


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Include many vivid sensory details that paint a pictureand appeals to all the readers senses of sight,hearing, touch, smell and taste when appropriate.

Use figurative language such as analogies, similes andmetaphors.

Use specific adjectives and nouns and strong actionverbs to give life to the picture you are painting in thereaders mind.

Organized chronological (time), spatial (location) andorder of importance, physical description, personthinks, feels and acts.


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Writing Descriptions

Writing a description is like

creating a picture using words.

The key to writing a good

description is using specific

details that create exactly the

picture you want.

Good descriptive writing helps

your reader see, hear, smell,

taste and feel what you are

describing.

Writing Narratives

A narrative paragraph tells a story

about something that happened in

the past.

When you write a narrative

paragraph, it is very important to

write the sequence of events in the

right time of order:

- The topic sentence should tell

the time and place of the story.

- The rest of the sentences

should tell what happened in

the correct time order.


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Last week, I went to Ipoh to visit a friend.

On the first day there, I fell down on a

slippery sidewalk and broke my wrist. My

friend called an ambulance and he took

me to the hospital. I ended spending my

holiday in Ipoh General Hospital.

Topic sentence

Supporting

sentence

Concluding sentence


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My Grandmother

_____________________ . She was born 80

years ago in India. When she was a small girl, herfamily moved to Malaysia. After secondary school,she worked in a bakery until she married mygrandfather. She can still bake all kinds of cakes.My grandfather died five years ago, so she lives

with us now. My grandmother is very gentle andkind. She never gets angry with me. She alwayslistens to me and helps me with my problem.


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___ 1. My grandmother is tall and thin.

___ 2. An important person in my life ismy grandmother.

___ 3. My grandmother had five children.

___ 4. Let me tell you about my Grandma.

___ 5. My grandmother can make melaugh when I am sad.


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Sentences that support the main idea stated inthe topic sentence.

Task 1: Identify a sentence that does not belongin the paragraph.

Text 1:

An Untidy BedroomMy sons bedroom is always untidy. For example, he

seldom makes his bed or hangs his clothes. There are usuallydirty clothes on the floor and chair. His schoolbooks and papersare over his desk. His favourite author is Stephen King.

Does not belong to the topic sentence.


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Details tell us different kind of information.

Facts : who, what, when, where, why and how

E.g. It was midnight and it was very dark. There was nomoon and the wind was blowing hard. Senses : what you see, hear, smell, touch and taste

E.g. See : The morning sky is clear and blue.Hear : The birds outside my bedroom sing cheerfully.Taste : The medicine was so bitter that I almost vomitted.Smell : The roses in my garden are fragrant and sweet smelling.Feel : The gentle breeze on the beach blows my hair all over myface.

Emotions : how the writer and the people in the story feel.

E.g. Peters face turned red with anger.


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Focus : How to write an interesting paragraph.

Sample 1:

Teacher writes in front of the pupils. E.g. I have two dogs. I like my dogs. One is black. One is brown.

Teacher reads the story to the class. Encourage thepupils to ask questions about the dog (Wh-q).

Note: The session may be followed by getting thepupils to brainstorm descriptive words to help makethe writing more interesting.


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Sample 2:

Use the character web to write about the character.

Show how each circle can become one sentenceand that each part of the web relates to one mainidea.

Show how a new main idea becomes a new

paragraph.

Construct sentences based on the characteristic inthe circle.


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Cinderella

Beautiful

girl

People

like her

likes

Long, wavy blonde

hair

Fair, milky white skin

Sparkling blue eyes

hardworkingobedientHumble and kind

animals

dancing

singing


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Focus : Varying the length of sentences.

Modeling sentence fluency

Examining pupil writing

Story A

We went to the

beach. It was sunny. It was

warm. We had fun. We flew

kites. We ate snacks.

Story B

We spent a warm,sunny day at the beach.

When we got hungry we had

a snack. Later on, we flew

kites high in the sky. It was a

great day!


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Focus : Word Choice with focus onappropriate adjectives.

Brainstorming alternatives on Word posters. E.g. I had a good time at your house yesterday.

Have pupils brainstorm word that could be

used instead ofgood. Possible alternativesmight include: terrific, fantastic, great,magnificent, exciting orawesome.


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Task 2:1. Talk about your story. What are some

things that I know about that I could write

a story about? I could write a story about. I think Ill write a story about

Where will my story take place?

Who will be in my story?

What will the problem be?

How will I solve the problem?

What words will start my story?


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2. Write your story using the chalkboard,

chart paper, an overhead projector. Make

some or all of the following mistakes:

Omit some words

Omit some capital letters

Omit some punctuation marks Use some incorrect words

Use some incorrect spellings


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3. Reread your story often while writing. Add any missing words.

Correct incorrect words by putting one line

through the incorrect word. Correct spelling and punctuation errors.

When you are finished, have the pupils tell

everything they saw and heard you while you

were writing your story.

Record their responses on a chart.

Post the chart for future reference.


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Documents

Putting Thought to Paper