Motivation

"ZOOM IT
GAME"
How to play

1. Look at the picture carefully. You will see a zoomed-in

image.
2. Guess the picture . Raise your hand if you know the answer.
3. After a few guesses, I will show the full image to reveal the
correct answer.
PICTURE 1
WRITING
PICTURE 2
PENCIL
PICTURE 3
NOTEBOOK
PICTURE 4
ERASER
PICTURE 5
BRAINSTORMING
PICTURE 6
DISCUSSION
 MODULE 8
TEACHING OF
WRITING
OBJECTIVE
S
This module will help you to:

01 Explain the process-oriented

approach to writing.
Provide opportunities for students to
02 become creative and responsible for their
own learning;
Use effective strategies in an attempt
03 to unlock potential difficulties in the
prewriting, the actual writing, and the
post writing stage;
04 Practice marking written
compositions.
INTRODUCTION
The Chinese writer, Lu Chi, reflecting in his essay Wen Fu
(The Art of Letters) on the process of writing and being a
writer, acknowledged the power of the written word. Behold
now the utility of letters It extends over a thousand miles and
nothing can stop its course; It penetrates a million years, the
ferry from one to other .

Writing is communication. It can reach across space and time

to instruct, to entertain, and to touch others. It is a powerful
way of sharing ideas and feelings. But if the writer has
nothing to say, writing will not occur.
 PRINCIPLES OF
TEACHING WRITING
To make every student progress from a struggling
novice writer to a skillful writer, you need to
understand the nature of students' writing process.
To achieve the best results, you should be guided
by the fundamental principles of teaching writing
which include: the following:
 PRINCIPLES OF
TEACHING WRITING
1. Writing literacy starts in the early years of
child development.
2. Writing is a creative act.
3. Writing experiences should be child-
centered
4. Writing for meaning is paramount.
5. Reading and writing, like speaking and
listening, are inseparable processes.
The Process-Oriented
Approach to Writing
A process-oriented approach views writing as a
creative process. It focuses not so much on the
product but more on the processes or steps the
writers go through when they write (White and
Arndt, 1991). In other words, writers have to
start with an over-all plan, by thinking about
what they want to say and the audience they are
writing for.
These are the strategies of the writing process:
Before students can actually write, they have to
want to write. The prewriting stage encourages
students to generate a free flow of ideas such that
they discover what they want to say and how to say
these ideas on paper. The focus during prewriting is
on planning. After exploring possibilities for topics
and how to present them, the writer begins
gathering and organizing details to develop the
main idea.
 Techniques in
Prewriting
• Brainstorming. The purpose is to discover ideas
for possible exploration independently or in groups,
students generate as many ideas as possible from a
given starting point. The ideas need not be related
and may indeed, stray into areas that are completely
unrelated to the original ideas.
 Techniques in
Prewriting
• Discussion. Students talk about an assignment as
they debate ideas to clarify thoughts and opinions. It
gives students a conception of opposing ideas and
opinions, valuable knowledge to have in the
preparation of persuasive material

For example:
What are the benefits of reading books?
Why should we choose the books we have to read?
 Techniques in
Prewriting
• Creative Thinking. Students try to look at usual
subjects in unusual ways. What if dogs could fly? What
if there were no wheels? What if the earth did not have
gravity?

• Clustering. This is a method of visually presenting

the results of a brainstorming or discussion session.
Students record the relationship using the lines or
stages to show the relationship of one idea to another.
Charts, maps and ideas trees are other visual methods.
Here are some tips on what students are expected to
do when cubing general materials.

• Describe it. Examine the topic or object closely and

tell what you think it is all about.
• Compare the topic or object to others you have
come across before, i.e.,"What is
it similar to or different from?"
• Associate it with something you are familiar with
already, i.e., "What does it remind you of?
Writing
Students develop their notes and outlines into
sentences and paragraphs. They organize the ideas
generated in the prewriting stage into a meaningful,
more conventionally organized discussion applying
certain rules (e.g. rhetorical, linguistic, and
mechanical) in writing.

Writing the draft does not occur only once. Students

may find themselves going back and forth among the
different stages
Techniques for Composing and Drafting
Paragraphs
Drafting like other parts of the writing process, is
highly personal. The following drafting techniques and
variations of them are among the most popular.
• Highly structured. The writer works from very
complete prewriting notes, changing little of the
context or organization.
•Loosely structured. The writer works from rough
notes, experimenting with ideas and organization
during drafting
•Bridges. The writer begins with two or three main points or situations to
be covered and during drafting, concentrates on using supporting details to
build logical bridges between the points.

•Quick draft. The writer works quickly, not stopping to refine ideas or
rework materials until the revising stages.

•Slow draft. The writer works meticulously, carefully crafting one sentence
or paragraph at a time. Though revising is a continuous process in this
method, the writer may also rework the piece in its entirety when the draft is
complete
 Revising and
Proofreading
During revising, a writer's main goal is to make sure that ideas
are expressed clearly and organized logically. Proofreading to
correct errors in grammar, usage, and mechanics is also
important, but the greatest part of revising time is spent on
content.

There are many methods of revising. A writer chooses a method

that suits his or her personal style and the needs of a particular
piece of writing One writer, for example, might share a draft with
a member of his or her intended audience to get input for
revision. Another might simply put the draft away for a few days
and then rework passages that seem troublesome. Most writers
do the following during revision.
1. Check that all ideas and details are related to the topic and
purpose.

2.Refine good ideas and add any new ones that could improve
the content.

3. Make certain that the purpose of a piece of writing is clear

and that the content of the writing suits the purpose.

4. Refine the organization of ideas.

5. Check that each sentence flows smoothly to the next.

6. Make sure that language and content are suitable to
the audience.

7. Substitute precise, vivid words for vague language.

8. Proofread for errors in grammar, usage, and

mechanics. This step usually occurs to some extent
while the writer is drafting and revising content, but it is
better reserved until after the shaping of ideas is
complete
 Techniques for Revising and
Proofreading
Students should experiment with the following
techniques to discover ones that suit their personal style
and the type of writing they are doing.

• Conference. When you do oral evaluation,

concentrate on both the student's strengths and
weaknesses. During the conference, you can answer
questions the student will ask.
 Techniques for Revising and
Proofreading
• Peer evaluation. In pairs or small groups, have
students critique each other's writing through peer
evaluation, that is, evaluation by other members of the
class. Student writers become aware of how their writing
affects others. They also see differences in approach and
style between writers, and as you guide them, they also
learn to appreciate those differences.
To introduce students to peer evaluation, you may ask
them to read their papers aloud to the entire class. For
this type of evaluation to be effective, two conditions
must be met:

(1) The class atmosphere must be encouraging and

supportive and
(2) the class should be trained in listening to each
composition according to specific procedures.
Some appropriate questions might be:

• Did I understand the composition?

•Were the ideas clear?
• Does anything seem to be missing in the content?
•Are there any problems in organization?
•How did it make me feel—sad, amused, touched, or
interested?
• What are some good points about the composition?
•How can the composition be improved?
• Group questioning. After one student in a group
reads a piece of writing out loud, the
other students ask questions to pinpoint incomplete
information.

• Editorial groups. Three students are each assigned

one role-author, editor, or proofreader—and work
together on an assignment. Later, the students change
roles.

•Oral Reading. Students read their work out loud or

into a tape recorder. The ear often catches
awkwardness and other problems that the eye misses.
•Performance. For pieces in which the writer has
explained a process, another student tries to follow the
written directions and points out unclear or confusing
passages.

•Clinics. In workshops, you may give instruction to

students with similar writing problems. This may involve
completing directed exercises or working together to
solve common problems.
Post writing
Publishing and Sharing—This is the final stage of the
writing process. After completing a draft or final copy of
a piece of writing, students are given the opportunity to
share their work with others. This new audience can be
family members, friends, classmates, or the general
public—anyone who will provide some kind of feedback.
In other words, a writer needs an audience who will
respond to the message, rather than to the mechanics
Of producing it.
Suggested Techniques:
• Booklets. Compositions by an individual writer or by a
class or other groups may be collected and reproduced as
a booklet. The compositions may be about similar topics or
may simply represent the best writing.
• Bulletin boards. Writing can be illustrated with
appropriate drawings, photographs, or art work.
 •Newspaper and magazines. Students may create a
newspaper or magazine of their own
to publish student writing.
Suggested Techniques:
• Readings and performance. Students may read their
writing to the class or to small groups.
•Stories and other narratives can be adapted to the
form of a play and acted out.
 •Letters and exchanges. Letters and other writings
may also be exchanged with students in another class,
school or age group.
Here is a sample writing activity showing the process

Prewriting
• Brainstorm: Purpose and Audience
Why do you want to write about yourself? Maybe you
would like to tell about an adventure you have had.
Maybe you can share a lesson you learned about
someone or something.A partner can help you decide
why you want to write — your purpose. You also can
talk about who will read your writing — your audience.
By asking the right questions, you can find answers to
help you plan your narrative.
Examples:
•What did I do last Saturday?
•What happened to my bicycle?
•How did my friend Patrick help me?
•Did I learn anything from the experience?
•You can also warm up by drawing pictures or making a
word cluster in your journal
Drafting
• Starting Out
You started writing while you were thinking and
planning. Now, just put your ideas and plans
to work as you write your draft. As you write your
personal narrative, try to remember as much as
possible what really happened. You can check the facts
and the punctuation later. For now, just write
Revising
It is important to think carefully about what you write—
before and after you write it. Now think about how you
can make your writing exactly the way you want it to be.
These guidelines will help you in writing a personal
narrative:
• Don't forget your purpose and your audience. Ask
yourself, "Why am I writing a personal narrative? Who
could learn from my experience?
• Stick to the facts. Remember, a personal narrative is a
story about something that actually happened to you.
These guidelines will help you in writing a personal
narrative:
•Role play how you will tell your story about yourself.
Answer these questions:
- How will I begin?
- What will happen in the middle?
- What will make the end of my narrative interesting?
• Let the reader hear your voice in the story. Make sure
the writing sounds like you.
Proofreading
Mistakes can creep into anyone's writing. They often
pop up in spelling and grammar. So be on your
guard. What mistakes did the writer correct? Discuss
these corrections with your partner. Explain why each
one is important.
Before sharing your work, proofread it first. You can
make final revisions, too. It's never too late to make
an important change
Publishing
Will you publish your work? How? Think
about your audience. Would other people
like to

hear you read your story? Your audience

may want to read it in a picture book. It is
your story and

you can choose the best way to publish it.

 Marking written
composition
There are different techniques that may be used in
evaluating students' writing

• Impression Marking. The simplest and quickest approach

to the holistic grading of student papers is to read them
quickly without circling errors or suggesting editorial
changes. The reader scores the paper and marks it based on
some general feelings about the paper's effectiveness.
• The Holistic Approach. This approach provides
opportunities for students to respond to peer writing. The
focus is more on developing imaginativeness and
inventiveness in the first draft, then fluency and fine-tuning
during revision stage. Consider the following guides to help
students recognize and value excellence and
experimentation in any aspect of the writing process:

•Impact

• The readers' interest is engaged

• The writer has something to say and is imaginatively
involved.
• The writing is convincing, has a sense of immediacy and
completeness.
 Inventive
ness
• The reader is "surprised" — finds that the writer has not
followed the common or the trite
but has introduced elements that are new and unexpected
Writer's inventiveness may
include:
1. Coined words (onomatopoeia, etc)
2. Tag names (allusive or symbolic)
3. Unusual point of view (Often to add humor or irony)
4. Figurative use of language (to clarify meaning, not to
adorn)
5. Significant title—one that augments the meaning of the
writing
• Evaluation by Peers. Grading by peers teaches
students a lot of sensitive things. Students use
peer papers as creative sources for borrowing
ideas, rhetorical and syntactic strategies, and even
vocabulary.
• Cooperative Grading. Specific criteria are
discussed prior to the grading
Surfaceconversations, arrangement, illustrations,
and examples and the care the writer took are
considered in the evaluation. After each reader has
assigned the paper a grade, the three grades are
averaged for a final one. Your grade counts a third
of the final grade.
• Self- Evaluation. Gramer (1984) suggests that
student writers look carefully at the first draft, asking
themselves two questions:
a.What is the piece about?
b. What am I trying to do?
•Conferencing. A student—teacher conference is a
meeting to discuss work—in progress. As you listen
to students talk about writing, you can learn how to
help students work through the process.
SAMPLE RATING SCALE FOR ASSESSING WRITING(Sundara,2000)

Content
30-37 EXCELLENT TO VERY GOOD:knowledgeable -substantive -etc.
26-22 GOOD TO AVERAGE:some knowledge of subject-adequate range -etc.
21-17 FAIR TO POOR:limited knowledge of subject-little substance -etc.
16-13 VERY POOR:does not show knowledge of subject-non-substantive-etc

Organization
20-18 EXCELLENT TO VERY GOOD:fluent expression -ideas clearly stated -etc.
17-14 GOOD TO AVERAGE:Somewhat choppy-loosely organized but main ideas stand out -etc.
13-10 FAIR TO POOR:NON-FLUENT-ideas confused or disconnected -etc.
9-7 VERY POOR:does not communicate -no organization -etc.

Vocabulary
20-18 EXCELLENT TO VERY GOOD:sophisticated range -effective word/idiom choice and usage -etc.
17-14 GOOD TO AVERAGE:adequate range -occasional errors of word/idiom form,choice,usage but meaning not obscured
13-10 FAIR TO POOR:limited range-frequent errors of word/idiom form,choice, usage-etc.
9-7 VERY POOR:essentially translation-little knowledge of EnglishVocabulary

Language Use
25-22 EXCELLENT TO VERY GOOD:effective complex constructions-etc.
21-19 GOOD TO AVERAGE:effective complex constructions -etc.
17-11 FAIR TO POOR:major problems in simple/complex constructions -etc.
10-5 VERY POOR:virtually no mastery of sentence construction rules-etc.

Mechanics
5 EXCELLENT TO VERY GOOD:demonstrate mastery of conventions -etc.
4 GOOD TO AVERAGE:occasional errors of spelling,punctuation-etc.
3 FAIR TO POOR:frequent errors of spelling,punctuation,capitalization -etc.
2 VERY POOR:no mastery of conventions-dominated by errors of spelling,
punctuation,capitalization,paragraphing -etc
APPLICATION
Guiided Writing Task: “Something I Love Doing”
1. Prewriting (5 mins):
Students list or draw things they love doing (ex: baking, watching sunsets, etc.)
2. Drafting (10 mins):
Write 3–5 simple sentences based on their notes or drawing.
3. Peer Sharing (5 mins):
Partner up. Exchange and read each other’s work. Give a short comment like:
“I like your idea” or “You described it clearly.”
4. Group Reflection (Oral Sharing):
Ask:
“Which stage did you enjoy the most?”
“Was it hard to write without a plan?”
“How can this activity help young learners?”
REPORTERS:

DANIELA ALLIAS
JENNELYN PAHILAGAO
GERALDINE YANSON
Thank you for
attentive
listening!