Writing (1)Writing (1)(2007)(2007)

WWelcome to the New Academic elcome to the New Academic Year!Year! Instructor:Instructor:

Miss Miss Mona JebrilMona Jebril

M.Sc.M.Sc. Educational Studies Educational Studies Higher Education Higher Education

(Oxford University)(Oxford University)

__________________________________________

B.A.B.A. English Language and English Language and

LiteratureLiterature

(Al Azhar University)(Al Azhar University)

Knowing yourself- a first Knowing yourself- a first step!step!

• Introduce yourself Introduce yourself (3 min)(3 min)

- Who are you?Who are you?

- Why are you here?Why are you here?

What are your expectations?What are your expectations?

Which of these pieces of writing would Which of these pieces of writing would you plan carefully?you plan carefully?

- Birthday card to a friendBirthday card to a friend- Letter to your pen-friendLetter to your pen-friend- Postcard to your familyPostcard to your family- Note to a close friendNote to a close friend- Letter applying for a job in AustraliaLetter applying for a job in Australia- Letter of complaint to a companyLetter of complaint to a company- English exam composition: ‘Things I like to do’English exam composition: ‘Things I like to do’

(from: Cambridge First Certificate, 1993: p. (from: Cambridge First Certificate, 1993: p.

7)7)

Which of these pieces of writing would you Which of these pieces of writing would you plan carefully?plan carefully?

- Birthday card to a friendBirthday card to a friend

- Letter to your pen-friendLetter to your pen-friend

- Postcard to your familyPostcard to your family

- Note to a close friendNote to a close friend

- Letter applying for a job in AustraliaLetter applying for a job in Australia

- Letter of complaint to a companyLetter of complaint to a company

- English exam composition: ‘Things I like to English exam composition: ‘Things I like to do’do’

(from: Cambridge First Certificate,1993:p.7)(from: Cambridge First Certificate,1993:p.7)

Informal

Formal

Formal Writings:Formal Writings: (Academic Writing)(Academic Writing)

• As the name implies, it is the kind of As the name implies, it is the kind of writing that you are required to do in writing that you are required to do in college or universitycollege or university. It differs from . It differs from other kinds of writing (personal, other kinds of writing (personal, literary, journalistic, business, etc.) in literary, journalistic, business, etc.) in several ways. several ways.

N.B. (for more details, plz see Writing Academic English, p. 2 Under N.B. (for more details, plz see Writing Academic English, p. 2 Under ‘Audience, Tone, and Purpose’)‘Audience, Tone, and Purpose’)

Writing (1)-AimsWriting (1)-Aims

• This course provides an introduction to writing at This course provides an introduction to writing at college and university level (Academic Writing)college and university level (Academic Writing)

• It introduces writing as an active process of It introduces writing as an active process of communicating ideas which requires active communicating ideas which requires active thinking and good organizational skillsthinking and good organizational skills

• It assumes that writing good English is not only a It assumes that writing good English is not only a matter of talent but also a result of good and matter of talent but also a result of good and continuous practice and the learning of certain continuous practice and the learning of certain writing skills and strategieswriting skills and strategies

English Main Four SkillsEnglish Main Four Skills

Listening

SpeakingSpeaking

Reading

Writing

How can you improve your writing?

WWhat are the things that We hat are the things that We Should take care of when we Should take care of when we write?write?

WritingWriting (1)-(1)- ObjectivesObjectives• In this course, you will Learn some In this course, you will Learn some

techniques which will help you to improve techniques which will help you to improve your writingyour writing

- You will learnYou will learn

- how to plan and write a composition (esp. how to plan and write a composition (esp. paragraph & essay)paragraph & essay)

- how to improve your style and communicate how to improve your style and communicate your ideas more clearly and effectivelyyour ideas more clearly and effectively

- how to spell and punctuatehow to spell and punctuate

- how to write good English (learning more how to write good English (learning more grammar and vocabulary)grammar and vocabulary)

Book or books?Book or books?• Main Reference BookMain Reference Book

++ ( A Reading List)( A Reading List)

• Exam:Exam: Theoretical Theoretical (definitions(definitions/explanations, etc.)/explanations, etc.)

Practical Practical

(writing paragraphs, essays, etc.)(writing paragraphs, essays, etc.)

How Can I evaluate and How Can I evaluate and Improve my work?Improve my work?• Do you agree or disagree with the Do you agree or disagree with the

statements below?statements below? ((Discuss in pairs)Discuss in pairs)

1.1. The teacher should mark my composition and write in all The teacher should mark my composition and write in all the correctionsthe corrections

2.2. It’s best to correct your own mistakesIt’s best to correct your own mistakes3.3. The teacher should show me where I have made a The teacher should show me where I have made a

mistake, but allow me to correct the answer myselfmistake, but allow me to correct the answer myself4.4. It’s useful to work in pairs, discussing and correcting each It’s useful to work in pairs, discussing and correcting each

other’s mistakes.other’s mistakes.5.5. Mistakes don’t matter that much. Answering the question Mistakes don’t matter that much. Answering the question

is what is important.is what is important.6.6. It’s helpful to see different answers to a question- to It’s helpful to see different answers to a question- to

decide which is best and try to say why.decide which is best and try to say why.7.7. You must not make any mistakes. Correct English is You must not make any mistakes. Correct English is

essential.essential.

(from: Cambridge First Certificate, 1993: p. 7)(from: Cambridge First Certificate, 1993: p. 7)

• Error Correction SymbolsError Correction Symbols

Error Correction Sheet Error Correction Sheet (Self-evaluation)(Self-evaluation)

ExampleExample: : (Error Correction Sheet)(Error Correction Sheet)

Some Advices!Some Advices!

• Use an English-English DictionaryUse an English-English Dictionary

• Make a glossary of termsMake a glossary of terms

• Do all assignments given to youDo all assignments given to you

• Ask questions and discuss with each Ask questions and discuss with each otherother

• Listen, speak and readListen, speak and read

• Practice as much as you canPractice as much as you can

• Believe that you can do it!Believe that you can do it!

To write!

The Writing ProcessThe Writing Process**Each phase of the processEach phase of the process

loops back on the otherloops back on the otherPlan

Write

Revise

Edit

Pre-writing

Post- writing

What is pre-writing?What is pre-writing?

• Prewriting is any structural experiences that Prewriting is any structural experiences that influence active student participation in thinking, influence active student participation in thinking, talking, writing, and working on the topic under talking, writing, and working on the topic under focus in a writing lesson. Such activities may focus in a writing lesson. Such activities may include: include:

(oral group, brainstorming, debating, outlining, oral reading, (oral group, brainstorming, debating, outlining, oral reading, interviewing, visits to places of interests, clustering, free-writing, interviewing, visits to places of interests, clustering, free-writing, etc.)etc.)

• The importance of pre- writingThe importance of pre- writingAccording to D’Aoust (1986:7): According to D’Aoust (1986:7): ‘ ‘Prewriting activities generate ideas; they encourage a free Prewriting activities generate ideas; they encourage a free

flow of thoughts and help students to discover both what they flow of thoughts and help students to discover both what they want to say and how to say it on paper. ‘ want to say and how to say it on paper. ‘

(Thomas Karl,1995) (Thomas Karl,1995)

Stage I: Prewriting: Stage I: Prewriting: Step 1: Choosing and Narrowing a TopicStep 1: Choosing and Narrowing a Topic

• If you are given a specific writing If you are given a specific writing assignment (ex. A paragraph), then what assignment (ex. A paragraph), then what you can write is limited. you can write is limited.

• You must narrow the subject to a You must narrow the subject to a particular aspect of that general subject.particular aspect of that general subject.

• Ex. Ex. EnvironmentEnvironment PollutionPollution Ocean PollutionOcean Pollution 1989 Alaskan Oil Spill1989 Alaskan Oil Spill

Practice!Practice!

• Narrow each of the following general Narrow each of the following general topics to one specific aspect that topics to one specific aspect that could be written about in one could be written about in one paragraph.paragraph.

- UniversityUniversity

- TelevisionTelevision

- SportsSports

- EntertainmentEntertainment

- FoodFood

Prewriting: Prewriting: Step 2: Step 2: BrainstormingBrainstorming

• Brainstorming is a writing technique to Brainstorming is a writing technique to stimulate creative thinking and stimulate creative thinking and generate ideas and material for writing. generate ideas and material for writing.

**It can get you to write more quickly and save you It can get you to write more quickly and save you time. time.

Three useful brainstorming techniques are:Three useful brainstorming techniques are:

ListingListing

FreewritingFreewriting

ClusteringClustering

Brainstorming by Brainstorming by ListingListing

• Listing is a brainstorming technique in which you Listing is a brainstorming technique in which you think about your topic and quickly make a list of think about your topic and quickly make a list of whatever words or phrases come into your headwhatever words or phrases come into your head

• Procedures: Procedures: 1.1. --Write down the general topic at the top of the paperWrite down the general topic at the top of the paper2.2. Then make a list of every word or phrase that comes into your Then make a list of every word or phrase that comes into your

mind about the topic. mind about the topic. (The harder you think, the more ideas will flow)(The harder you think, the more ideas will flow)

3 -Use words , phrases, or sentences.3 -Use words , phrases, or sentences. * * Your purpose is to produce as many ideas as Your purpose is to produce as many ideas as

possible in a short time, so don’t stop the flow of possible in a short time, so don’t stop the flow of ideas for juding or editing.ideas for juding or editing.

Practice: Practice:

• Brainstorm by listing ideas on one or Brainstorm by listing ideas on one or two of the following topics: two of the following topics:

- How to be a good student.How to be a good student.

- Tourist attractions in your country or city.Tourist attractions in your country or city.

- Problems of working studentsProblems of working students

Brainstorming by Brainstorming by FreewritingFreewriting

• Freewriting is a brainstorming activity in which you write Freewriting is a brainstorming activity in which you write freely about the topic because you are looking for a specific freely about the topic because you are looking for a specific focus. focus.

• The purpose of freewriting is to generate as many ideas as The purpose of freewriting is to generate as many ideas as possiblepossible

(Write without worrying about appropriateness, grammar, (Write without worrying about appropriateness, grammar, spelling, logic, or organization.)spelling, logic, or organization.)

Procedures: Procedures: 1.1. Write the topic at the top of your paper. Write the topic at the top of your paper. 2.2. Write as much as you can about the topic until you run out Write as much as you can about the topic until you run out

of ideas. Include information, facts, details, examples, etc, of ideas. Include information, facts, details, examples, etc, that come to your mind about the subject. that come to your mind about the subject.

3.3. After you have run out of ideas, reread your paper and circle After you have run out of ideas, reread your paper and circle the main idea (s) that you would be interested in the main idea (s) that you would be interested in developing. developing.

4.4. Take the main idea and free write again. Take the main idea and free write again.

Example: Example: (Brainstorming by (Brainstorming by Freewriting)Freewriting)

• What is the biggest problem at Evergeen Colleg? Well, I What is the biggest problem at Evergeen Colleg? Well, I really don’t know. Infact, I can’t think of one particular really don’t know. Infact, I can’t think of one particular problem although I know there are many problems. For problem although I know there are many problems. For one thing one thing the classrooms are usually overcrowded.the classrooms are usually overcrowded. At the At the beginning of this semester, …………………………….the beginning of this semester, …………………………….the classrooms are poorly maintainedclassrooms are poorly maintained ……the library is too ……the library is too small and limited….another problem is small and limited….another problem is parking near the parking near the campuscampus……………………..……………………..

The student chooses one idea The student chooses one idea to develop further in his to develop further in his paragraphparagraph• Topic: To describe the biggest problem at Topic: To describe the biggest problem at

Evergreen College Evergreen College **(parking near the (parking near the campus)campus)

The student writes again:The student writes again:

I think finding a parking space close to the I think finding a parking space close to the campus at Evergreen College is a major campus at Evergreen College is a major problem: problem:

(Describing the problem, explaining and giving (Describing the problem, explaining and giving examples, suggesting or studying solutions, .etc.)examples, suggesting or studying solutions, .etc.)

Practice! Practice! (Brainstorming by(Brainstorming by FreewritingFreewriting))• Freewrite on one of the following topic:Freewrite on one of the following topic:

- Describe one of the disadvantages of Describe one of the disadvantages of using the internet for information using the internet for information communication in the 21communication in the 21stst Century. Century.

- Describe one of the major problems Describe one of the major problems in your city or country. in your city or country.

Brainstorming byBrainstorming by clusteringclustering

• Clustering is another brainstorming activity that Clustering is another brainstorming activity that you can use to generate ideas. you can use to generate ideas.

• Procedures:Procedures: • In the centre of your paper, write your topic and In the centre of your paper, write your topic and

draw a balloon’’ around it. draw a balloon’’ around it. • Then write whatever ideas come to you in Then write whatever ideas come to you in

balloons around the core. balloons around the core. • Think about ideas and make more balloons Think about ideas and make more balloons

around them. around them. ‘‘Your richest idea will produce a cluster of balloons.’ Your richest idea will produce a cluster of balloons.’

Activity: Activity:

Name

Tastes

Bad points

hair

build

face

eyescolour

Personal details food music colour size clothes job sexPhysical appearance character style nose nationality good points

age

hobbies

Activity:Activity:

Name

Physical appearance

Personal detailscharacter

Tastes

Bad points

good points

hairLength

stylecolour

build

face

eyes

nose

size

colour

age

jobsex

nationalityfood hobbies

music

clothes

age

stage IIstage II: : PlanningPlanning

• After choosing topics, narrowing them down and After choosing topics, narrowing them down and generating ideas by brainstorming, now you should be generating ideas by brainstorming, now you should be ready for writingready for writing

• Organise the ideas you generated by brainstorming Organise the ideas you generated by brainstorming (listing, freewriting, or clustering) (listing, freewriting, or clustering) and make an outlineand make an outline. .

• Procedures:Procedures: 1.1. Grouping ideas in As, Bs, Cs for example. Grouping ideas in As, Bs, Cs for example. 2.2. Developing a topic sentence to cover the points listed under the Developing a topic sentence to cover the points listed under the

selected group A,B or Cselected group A,B or C------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Ex. Ex. Topic sentenceTopic sentenceTopic:Topic: Public transportation Public transportation Controlling ideaControlling idea:: unreliability of Public unreliability of Public

transportationtransportation

Topic sentenceTopic sentence:: One problem is One problem is the city’s unreliable public the city’s unreliable public transportation.transportation.

---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 33 Simple outlining (see next slide for explanation)Simple outlining (see next slide for explanation)

Stage II Stage II Planning- Planning- (3. simple (3. simple outlining)outlining)

An outline is a plan for a paragraph. In an outline, you write An outline is a plan for a paragraph. In an outline, you write down the main points and subpoints in the order in which down the main points and subpoints in the order in which you plan to write about them. you plan to write about them.

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------• Topic sentence: Topic sentence: One problem is the city’s unreliable public One problem is the city’s unreliable public

transportationtransportation..• Supporting point: 1. Supporting point: 1. Daily schedules are unreliableDaily schedules are unreliable• Supporting detail: - late arrivalsSupporting detail: - late arrivals

• Supporting point: 2 Passengers are victimsSupporting point: 2 Passengers are victims• Supporting detail: - Supporting detail: - Missed appointmentsMissed appointments• - Extra waiting time- Extra waiting time

Practice!Practice!

• Work on your list of ideas and develop Work on your list of ideas and develop an outline: an outline:

1.1. Group similar ideas togetherGroup similar ideas together2.2. Select the idea you would like to write Select the idea you would like to write

onon3.3. Write the topic sentenceWrite the topic sentence4.4. Develop an outline!Develop an outline!(Feel free to cross out points that you (Feel free to cross out points that you

don’t need and add new ideas)don’t need and add new ideas)

Stage III: Stage III: Writing and RevisingWriting and Revising DraftsDraftsBased on your outline, You might need to read and revise Based on your outline, You might need to read and revise

severalseveraldrafts until you have produced a final copy to hand in. drafts until you have produced a final copy to hand in.

Procedures:Procedures: 1.1.Write your first draft.Write your first draft. ---------------------------------------------------------------------------------------------------------------------------- Notice:Notice: • Skip one or two lines per line of writing and leave margins Skip one or two lines per line of writing and leave margins

of one inch on both sides of the paper. of one inch on both sides of the paper.

• While you are writing, you may not be able to think of a While you are writing, you may not be able to think of a word or phrase, don’t worry-just leave a space or a line, it word or phrase, don’t worry-just leave a space or a line, it can be filled later. can be filled later.

• Writing is a continuous process of discovery, so you can Writing is a continuous process of discovery, so you can add new ideas or delete original ones at any time in the add new ideas or delete original ones at any time in the writing process. writing process.

Stage III: Drafts-ContinuedStage III: Drafts-Continued

22. . Revise content and organizationsRevise content and organizations(Unity- supporting details- topic sentence-conclusion- developing the (Unity- supporting details- topic sentence-conclusion- developing the

controlling idea, etc.)controlling idea, etc.)

33. Proof read for Grammar and Mechanics. Proof read for Grammar and Mechanics(correctness, subject-verb agreement, spelling, punctuation, (correctness, subject-verb agreement, spelling, punctuation,

vocabulary, etcvocabulary, etc..

4.4. Write your final copy. Write your final copy.

--------------------------------------------------------------------------------------------------------N.B. Don’t get surprised if you had to change things at the N.B. Don’t get surprised if you had to change things at the

final copy!final copy!

Summary So far!Summary So far!

1.1. Academic writing is a special kind of Academic writing is a special kind of formal writing. formal writing.

2.2. Prewriting activities are useful for Prewriting activities are useful for narrowing down and generating narrowing down and generating ideas. ideas.

3.3. Revision is an essential part of the Revision is an essential part of the writing process. writing process.

(Writing is a process of discovery)(Writing is a process of discovery)