Min, H. T. (accepted). Parental discourse strategies and a
Mandarin- English-speaking child’s code-mixing.
Chou, S.-W., Min, H. T., Chang, Y.-C., Lin, C.-T. (in press).
Understanding continuance intention of knowledge creation using
extended expectation-confirmation theory: An empirical study of
Taiwan and China online communities. Behaviour & Information
Technology First published on: 11 November 2009 (iFirst)
(SSCI).
[email protected]
2
1. 1 2 3 4 5 2. 1 2 3 4 5
- 4 -
-- --
3
4
Language structures
Text functions
Composing processes
- 5 -
6
An Example of Controlled Writing
1)unscramble words E.g., meet/at/we/my house/could
2)substitute pronouns (change “he” into “I” ) E.g., Yesterday was
Bill’s birthday. His mom and
dad threw him a birthday party. Many of his friends were at the
party. They played games, sang songs, blew candles and ate the
birthday cake. Bill got a lot of gifts. He had a great time.
3)fill-in exercise
Good luck with your test tomorrow.
Amy
Description
Narrative
Block Chain
Introduction Introduction
- 8 -
Selection of topic Prewriting: brainstorming Composing Revising
Response (peer and teacher response) Proofreading and editing
Evaluation Publishing
12
Usually used in conjunction with subject-area writing (Writing
across the Curriculum)
- 9 -
Dear Alex, September 30
Thanks for your card. Sorry I haven’t written sooner. I’ve spent
all my free time wandering around Tokyo and learning about Japanese
customs. It is very interesting here because everything is so
different.
You asked me to write about some of the things I’ve noticed that
are new to me. The most striking thing is the huge crowds. There
are many, many people everywhere, but everyone is very orderly and
polite. People at home would not be so orderly in such
crowds.
Another new thing for me is the way restaurants display food in
restaurant windows. They arrange it beautifully on lacquer trays in
simple, clean designs. The Japanese seem to value the appearance of
food more than the taste. In my opinion, the sushi here is more
delicious than at home. (But the wasabi was so strong I couldn’t
eat it!)
There are a few problems that I’ve had since I arrived. Everything
is written in Japanese, and even though your mother taught me a few
Japanese characters before I left, I can’t read a thing. Since I
can’t read signs, it is difficult to travel around. Most people are
friendly, but they can’t help me much because they don’t speak
English. Another problem is the Japanese public restrooms. Nobody
warned me that the toilets are not like our Western ones-That has
been very hard to adjust to!
Well, that’s about all for now. I hope I’ll understand more
Japanese when I write you next time. I think things will get easier
when I start teaching. Please give my regards to your family. Write
back soon.
Take care
Focus on genre
Definition of genre: socially recognized ways of using language for
particular purposes
Emphasizes social purpose of writing
Good luck with your interview.
Once upon a time, there was …..
Dear Amy…
Existential, Existential, RelationalRelational
Mostly Mostly pastpast
Action, sayingAction, saying Direct Direct speech: speech:
variesvaries
EndEnd Closing even Closing even and/or feelingsand/or
feelings
Sensing Sensing OccasionalOccasional-- lyly presentpresent
16
Saturday
I went ice-skating with Simon. I hadn’t been ice- skating before
but I was quite good at it. It’s a great ice rink; they were
playing great music. We met some of my friends at the rink and
Simon really liked them. Simon and I had a nice chat after the
ice-skating. I hope we’ll go again next week.
- 11 -
A communicative writing activity is
-authentic
-purposeful
18
Controlled Writing
1) How to make “unscramble words” a communicative writing activity?
E.g., five times/new words/writing/is/today’s homework
2) How to turn the following writing exercise into a communicative
writing activity?
E.g., Yesterday was Bill’s birthday. His mom and dad threw him a
birthday party. Many of his friends were at the party. They played
games, sang songs, blew candles and ate the birthday cake. Bill got
a lot of gifts. He had a great time.
- 12 -
Controlled Writing (Cont.)
3) How can you turn the following controlled exercises into a
contextualized one which is purposeful and meaningful to your
students?
I like_________. I don’t like________. I hate ________. I
enjoy________.
20
Controlled Writing (Cont.)
4)dictation -Dictate “This story took place in ….” (place) -Dictate
“It was a …. day” (weather) -”On one side there was …”(name, a
famous person) -”Nearby was… “(name, another famous person) -”He
said to her, ‘…’ ” -”She replied to him, ‘…’ ” -”The consequence
was … .”
- 13 -
Short, Thin (two adjectives)
I like her a lot. (a sentence showing feelings)
My English teacher (a synonym for the topic)
22
(talking about the subject, compose word stars, vocabulary charts,
topic vocabulary, dialogues)
24
Brainstorming
26
(controlling idea) guy.
desensitizes viewers (controlling ideas).
Topic sentence expressing statements
Paragraph and Topic Sentence
Paragraphs have main ideas and details. A paragraph is a group of
detail sentences that tell about one main idea, which is usually
stated in the form of a topic sentence. The topic sentence usually
occurs at the very beginning of a paragraph.
Topic Sentence = Topic + Controlling Idea (s)
“ You asked me to write about some of the things I’ve noticed that
are new to me. The most striking thing is the huge crowds. There
are many, many people everywhere, but everyone is very orderly and
polite. People at home would not be so orderly in such
crowds.”
28