A.
Type
of classroom writing activities ( based on douglas brown)
1.
Imitative,
or writing down
At
the beginning level of learning to write, student will simply “write down”
english letters, words, and possibly sentences in order to learn the
conventions of the orthographic code. Some forms of dictation fall into this
category, although dictations can serve to teach and test higher-order
processing as well. Dictations typically involve the following steps :
a.
Teacher
reads the a short paragraph once or twice at normal speed
b.
Teacher
reads the paragraph in shorts phrase units of three or four words each, and
each unit is followed by a pause
c.
During
the pause, students write exactly what they hear
d.
Teacher
theb read the whole paragraph once more at normal speed to students can check
their writing
e.
Scoring
of student’s written work can utilize a number of rubrics for assigning points.
Usually spelling and punctuations errors are not considered as severe as
grammatical errors.
2.
Intensive,
or controlled
Writing
is sometimes used as a production mode for learning, reinforcing, or testing
grammatical concepts. This intensive writing typically appears in controlled ,
writing grammatical exercises. This type of writing does not allow much, if
any, creativity on the part of the writer
A
common form of controlled writing is to present a paragraph to students in
which they have to alter a given structure throughout. so, for example, they
may be asked to change all present tense verbs to past tense:in such a case,
students may need to alter other time references in the paragraph.
3.
Self
writing
A
significant proportion of classroom writing may be devoted to self writing, or
writing with only the self in mind as an audience.
4.
Display
writing
For
all language students, short answer exercises, essay examinations, and even
research reports will involve an element of display. For academically bound ESL
students, one of the academic skills that they need to master is a whole array
of display writing techniques.
5.
Real
writing
Three
subcategories illustrate how reality can be injected :
a.
Academic
The
language experience approach gives groups of students opportunities to convey
genuine information to each other. Content- based instruction encourages the
exchange of useful information, and some of this learning uses the writing word. Group problem-solving tasks,
relate to current issues and other personally relevant topics, may have
a writing component in which informations is genuinely sought and conveyed.
Peer-editing work adds to what would otherwise be an audience of one (the instructor), and provides real
writing opportunity.
b.
Vocational/
technical
Quite
a variety of real writing can take place in classes of students studying
english for advancement in their occupation. Real letters can be written;
genuine directions for some operation or assembly might be given; and actual
forms can be filled out.
c.
Personal
In
virtually any ESL class, diaries, letters, post cards, notes, personal
messages, and other informal writing can take place , especially within the context of an interactive classroom.
B.The writing process (jack c richart)
The
writing process as a private activity may be broadly seen as comprising four
main
stages:
planning, drafting, revising and editing.
1.
Planning (pre-writing)
Pre-writing
is any activity in the classroom that encourages students to write. It
stimulates
thoughts for
getting started. In fact, it moves students away from having to face a blank
page
toward generating tentative ideas and gathering information for writing. The
following activities provide the learning experiences for students at this
stage:
·
GROUP BRAINSTORMING
Group members
spew out ideas about the topic. Spontaneity is important here. There are
no
right or wrong answers. Students may cover familiar ground first and then move off to
more
abstract or wild territories.
·
CLUSTERING
Students
form words related to a stimulus supplied by the teacher. The words are circled
and
then linked by lines to show discernible clusters. Clustering is a simple yet
powerful
strategy:
“Its visual character seems to stimulate the flowof
association and is particularly good for students who know what they want to
say but just can’t say it”
·
RAPID FREE WRITING
Within a limited time of 1 or 2 minutes, individual
students freely and quickly write down single words and phrases about a topic.
The time limit keeps the writers’ minds ticking and thinking fast. Rapid free
writing is done when group brainstorming is not possible or because the
personal nature of a certain topic requires a different strategy.
·
WH-QUESTIONS
Students generate who, why, what, where,
when and how questions about a topic. More
such questions can be asked of answers to the first string of wh-questions,
and so on. This
can go on indefinitely.
2.
DRAFTING
At the drafting stage, the writers are focused on the
fluency
of writing and are not preoccupied with grammatical accuracy or the neatness of
the draft. One dimension of good writing is the writer’s
ability to visualise an audience.
Although writing in the classroom is almost always for the
teacher, the students may also
be encouraged to write for different audiences, among whom
are peers, other classmates,
pen-friends and family members. A conscious sense of
audience can dictate a certain style to be used. Students should also have in
mind a central idea that they want to communicate to the audience in order to
give direction to their writing.
RESPONDING
Responding to student writing by the teacher (or by peers)
has a central role to play in the
successful implementation of process writing. Responding
intervenes between drafting and
revising. It is the teacher’s quick initial reaction to
students’ drafts. Response can be oral
or in writing, after the students have produced the first draft and just before they
proceed
to revise. The failure of many writing programmes in
schools today may be ascribed to the fact that responding is done in the final stage when the teacher
simultaneously responds and evaluates, and even edits students’finished texts, thus giving students
the impression that nothing more needs to be done.
3.
REVISING
When students revise, they review their texts on the basis
of the feedback given in the
responding stage. They reexamine what was written to see
how effectively they have communicated their meanings to the reader. Revising
is not merely checking for language errors (i.e., editing). It is done to
improve global content and the organisation of ideas so that the writer’s
intent is made clearer to the reader.
4.
EDITING
At this stage, students are engaged in tidying up their
texts as they prepare the final
draft for evaluation by the teacher. They edit their own or their peer’s work
for grammar, spelling,punctuation, diction, sentence structure and accuracy of
supportive textual material such as quotations, examples and the like. Formal
editing is deferred till this phase in order that its application not disrupt
the free flow
of ideas during the drafting and revising stages.
EVALUATING
Very often, teachers pleading lack of time have compressed responding,
editing and evaluating all into one. This would, in effect, deprive students of
that vital link between draftingand revision that is, responding which often
makes a big difference to the kind of writing that will eventually be produced.
In evaluating student writing, the scoring may be analytical (i.e., based on
specific aspects of writing ability) or
holistic (i.e., based on a global interpretation of the effectiveness of that
piece of writing). In order to be effective, the criteria for evaluation should
be made known to students in advance. They should include overall
interpretation of the task, sense of audience, relevance, development and
organisation of ideas, format or layout, grammar and structure, spelling and
punctuation, range and appropriateness of vocabulary, and clarity of
communication. Depending on the purpose of evaluation, a numerical score or
grade may be assigned. Students may be encouraged to evaluate their own and
each other’s texts once they have been properly taught how to do it. In this
way, they are made to be more responsible for their own writing.
post-writing
Post-writing constitutes any classroom activity that the
teacher and students can do with
the completed pieces of writing. This includes publishing,
sharing, reading aloud, transforming texts for stage performances, or merely
displaying texts on notice-boards. The post-writing stage is a platform for
recognising students’ work as important and worthwhile. It may be used as a
motivation for writing as well as to hedge against students finding excuses for not writing.
Students must be made to feel that they are writing for a very real purpose.
Based on david nunan’s book,
practical english language teaching, there are three invention techniques in
writing: brainstorming, wordmapping, and quickwriting.
1. Brainstorming
It
can be done individually, pairs or groups of students. Student will list all
the ideas they can think of related to a topic. If no topic is given, student
can braistorm possible topic. From the list of braistormed ideas or topics,
students can choose those they are most interested in, or fill they can write
most proficiently about.
2. Wordmapping
It
is begun with an idea at the top of center of a blank piece of paper. Then the
students will think of related ideas or words and draw relationship with a
series of boxes, circle and arrows.
3. Quickwriting
it
is begun with a topic, but then write rapidly about it. the teacher may give
limited time and instruct the students not to arrase or cross out text without
concern for spelling, grammar, or punctuation. Then they will identify key
ideas or interesting thoughts by underlining
them. So these ideas or used in the first draft of their essay.
While writing there are three steps: drafting, feedback,
and revising
drafting is the first step after the student have
developed their topic and ideas. The students should be reminded that at this
point, they need to focus on the development of ideas and the organization of
those ideas more than the development of perfect grammar, punctuation, or
spelling.
The next step, the instructor can make comments about the
organization of ideas, not about the grammar. At this point, the instructor can
also utilize peer feedback. Student exchange papers and provide each other with
commonts on the papers content
After students have received feedback, they will begin
the process of revising their papers. The teachers should understand that they
need to spend time to talk about the process of re-organization, developing
ideas as separate from editing for grammar or spelling.
Before the final draft is turned in for evaluation, student should
read for mistakes in spelling, grammar,
punctuation. Students can help each other in this step which is called
proofreading and editing. It is important
to students for their own writing
Tidak ada komentar:
Posting Komentar