WRITING[module 2]

Writing – introduction

• Dr. Zsuzsa Abrams• The importance of writing

– Is it just a support skill?– Is it a skill to practice grammar?

– It merits its own place in our curricula: why?

The nature of L2 writing

• Characteristics of writing– Visual– Conventional– Productive– Process

The nature of L2 writing

• Writing as a process

« L2 writers spend less time planning and organizing ideas and have more difficulties with these steps (Silva, 1993). To counter this, L2 instruction should include time for planning both content and

form, for generating ideas as well as for improving accuracy. «

Why we write

• What are some common, everyday uses of writing?

• How do we treat writing in the L2 classroom?– When planning L2 writing, consider:

• Language activities should reflect plausible, real-life communication.

• L2 writing can have the same wide range of purposes as L1 writing.

• L2 writing should be taught systematically, not as a random thing used here and there only as a support task.

Classroom considerations

• How can we deal with these challenges of incorporating writing tasks in class?

– Uneven proficiency in groups– Off task during groups– Issues of plagiarism

A note on CMC

• Research has shown that CMC:– can help increase students' motivation to

learn the foreign language,– lower their anxiety,– increase their fluency in the target language,– lead to improved intercultural competence

and democratize classroom communication.

Design considerations and questions

• Make sure that your assignment is appropriate for the learners' language level.

• Select level-appropriate writing purpose.• Decide on writing as a support skill or as a main

skill.• Identify sub-skills students need in order to

complete the main task.• Design activity set that prepares sub-skills.• Guide students through pre-, during-, and post-

writing activities.

Activity Sets

• Define the following components:– Pre-writing activities– During-writing activities– Post-writing activities

Activity Sets

During-writing activity ideas

• What variations on this during-writing sequence can you think of?

Post-Writing Activities

Elements of post-writing

• Re-read your story, make sure sentences make sense.

• Add phrases to make the story flow smoothly (cohesion markers, pronouns, conjunctions).

• Eliminate "fluff" (unnecessary or redundant details).

• Proofread for spelling, vocabulary, grammar (checklist).

• Edit your paper (peer-editing, post-teacher editing).

• Share with audience (website, print, etc.).

Examples• Sharing?• Publishing?• Performing?• Etc.?

Arguments for creative writing

• Discuss the pros and cons of including creative writing assignments in the language curriculum.

• Some ideas:– Poetry (acrostic, name, cinquain)– Prose (alternate endings, short story, etc.)– Performance (screenplay, drama, other

media)

Assessing writing

• Issues we need to consider:– Feedback vs. grading– Content vs. accuracy

Assessing writing

• Types of scoring:– Analytic Scoring– Holistic Scoring– Primary Trait Scoring

Conclusion

• Writing deserves systematic and continued attention in the L2 class.

• Complex process that requires planning

See you next week!

• For next class:– Read “listening” module– Reflection #4