Writing

1. Writing Express Yourself: Writing Methodology & Action Plans

2. A Warm WabiSabiWelcome to You • I follow the art of wabisabi. I'm perfect in my imperfection. I am growth, process. Unfinished and a beautiful artifact of my right now. • My blog documents my life process. My work, my play. My ideas, my thoughts. My experience, my lens of looking at life. Everything is mixed together. • If you would like to step up and edit, please make constructive, gentle comments on the post that needs your eyes and help to turn my imperfect perfect contribution into something more universally palatable and accessible. • Thanks  for stopping by.              

3. Basic Concepts • Grammar • Good Sentences • Run – ons • Fragments • Motivation

4. Interactive Writing • ● Group-brainstorming on a given topic (i.e. Students work cooperatively and write down all the ideas that come to mind in connection with a topic).

5. Interactive Writing • ● Whole class discussion of how a particular text might need adjustment according to the audience it is addressed to.

6. Interactive Writing • ● Collaborative writing (i.e. Students work together to write a previously agreed text).

7. Interactive Writing • ● Whole class text construction and composing on the blackboard.

8. Interactive Writing • ● Writing workshop or in-class writing Students consult each other and co-construct texts while the teacher moves around listening to their comments, providing feedback or answering questions on grammatical patterning, lexical items, the force or validity of an argument, the order of presentation of the information, organizational aspects, use of detail and so on. The teacher keeps track of their progress and works out a record of most frequent questions, doubts and inaccuracies for a future 'error analysis session'.

9. Interactive Writing • ● Group research on a text topic

10. Interactive Writing • ● Students divide out the responsibility for different aspects of the information-gathering stage on a certain topic. They then pool their results and work together to plan a text, which may be collective or individual.

11. Interactive Writing • ● Peer-editing Students exchange their first drafts of a text and point out changes which are needed to help the reader (e.g. better organization, paragraph divisions, sentence variety, vocabulary choice). They can also act as each other's editors spotting vocabulary repetitions, grammatical appropriateness, spelling mistakes and so on.

12. Interactive Writing • ● Whole class examination of texts produced by other students (with names removed, photocopied or displayed on an overhead projector) for the purpose of analysis of specific aspects (e.g. development of ideas, text structure, cohesion or grammar or adequacy to context).

13. Interactive Writing • ● Specification of an audience and purpose of a text by making the situation 'real' (e.g. exchanging e-mail messages with other English-speaking students, sharing information about a topic another class is actually studying, producing a class newspaper to be read by family or friends, outlining the explanations of a game which will then really be played, among many other possibilities).

14. Academic Writing http://www.ips.um.edu.my/images/ips/doc/powerpoint/Writing%20for%20Acadmic%20Purposes.pdf

15. Academic Writing Style • The most important ways of producing these effects are through grammar and vocabulary, as well as the way you present the information. • 1. Personal pronouns • It is better to avoid using first and second person pronouns (I, you and we), as your writing will sound too personal and informal, or conversational. Only use first and second person pronouns if you are expressing a clearly personal opinion or you are expected to engage in a direct relationship with your reader. • 2. Contractions • Avoid contractions, as these are the style of spoken or informal English. • e.g. Question. Which sentence is more appropriate? • 1. "In Hong Kong, tax on personal income is only 15% and there isn't any VAT." 2. "In Hong Kong, tax on personal income is only 15% and VAT is not levied." • Answer. The second sentence is more appropriate, because it avoids use of the contraction of 'is not' ('isn't'). • 3. Complex sentences • Complex sentences are common in academic writing. • e.g. This set of short sentences: • "Those working in unskilled jobs are less likely to use computers in the workplace. They also may not know someone who does. People living in disadvantaged neighbourhoods are least likely to have extended networks of users who can offer support and encouragement. The barriers thrown up by lack of material resources are reinforced for low-income households." • becomes a single, complex sentence: • "Because those working in unskilled jobs are less likely to use computers in the workplace or to know someone who does, and because disadvantaged neighbourhoods are least likely to have extended networks of users who can offer support and encouragement, the barriers thrown up by lack of material resources are reinforced for low-income households." • 4. Precision • Avoid the use of vague vocabulary. It is very useful to be able to select a noun, for example, that precisely refers to your ideas. You should also avoid repetition. • 5. Rhetorical questions • Avoid using rhetorical questions to introduce significant new ideas, e.g. • "Is the British tax system good or not?" • A more formal and dispassionate style would be, • "It is important to consider the effectiveness of the British tax system." • 6. Common knowledge • Avoid making statements that assume the reader will take your word that something is true, e.g. not • "Everybody agrees that health care should be free." • but • "Surveys of public opinion indicate a strong belief that health care should be free." • 7. Referencing • Appropriate academic writing should include references to the source of ideas or information, e.g. not • "Economists believe that major improvements to the UK tax system must come from more fundamental reforms." • but • "Kay (1980) believes that major improvements to the UK tax system must come from more fundamental reforms." • Adapted with permission from the author, Derek Davies, from material on theUniversity of Manchester's Language Centre website.

16. 10 Principles of Academic Writing • Clear Purpose (Persuasive, Analytical, Informative) • Audience Engagement. • Clear Point of View • Single Focus • Logical Organization (introduction, body, conclusion ) • Strong Support • Clear and Complete Explanations • Effective Use of Research • Correct APA Style or Follow suggested Style Guide • Writing Style

17. Creative Writing • Tips and tricks for beginners • Do some short exercises to stretch your writing muscles – if you’re short of ideas, read the Daily Writing Tips article on “Writing Bursts”. Many new creative writers find that doing the washing up or weeding the garden suddenly looks appealing, compared to the effort of sitting down and putting words onto the page. Force yourself to get through these early doubts, and it really will get easier. Try to get into the habit of writing every day, even if it’s just for ten minutes. • If you’re stuck for ideas, carry a notebook everywhere and write down your observations. You’ll get some great lines of dialogue by keeping your ears open on the bus or in cafes, and an unusual phrase may be prompted by something you see or smell. • Work out the time of day when you’re at your most creative. For many writers, this is first thing in the morning – before all the demands of the day jostle for attention. Others write well late at night, after the rest of the family have gone to bed. Don’t be afraid to experiment! • Don’t agonize over getting it right. All writers have to revise and edit their work – it’s rare that a story, scene or even a sentence comes out perfectly the first time. Once you’ve completed the initial draft, leave the piece for a few days – then come back to it fresh, with a red pen in hand. If you know there are problems with your story but can’t pinpoint them, ask a fellow writer to read through it and give feedback. • HAVE FUN! Sometimes, we writers can end up feeling that our writing is a chore, something that “must” be done, or something to procrastinate over for as long as possible. If your plot seems wildly far-fetched, your characters bore you to tears and you’re convinced that a five-year old with a crayon could write better prose … take a break. Start a completely new project, something which is purely for fun. Write a poem or a 60-word “mini saga”. Just completing a small finished piece can help if you’re bogged down in a longer story.

18. Specific Materials, Actions and Activities • Words to Sentences • There are several activities and games to help move students from words to sentences • Word cards organized into sentences. • Rummie style card game into short sentences. • Word magnets around the classroom • Word tag to sentence chain • Sentence maker: Student states a word, Next student must give a word that starts with the last letter of the first word but also make sense grammatically.

19. Specific Materials, Actions and Activities • Sentences to Paragraphs • Organize sentences from a news article or novel into the correct order. • Write hooks, introduction sentences, transition sentences or closing sentences for paragraphs. • Word gap • Ad libs • Picture story. Each picture gets a sentence. • Sentence starters • WH question prompts • Refering to the previous sentence.

20. Specific Materials, Actions and Activities • Paragraphs to Essays • Organize paragraphs into an essay or article. • Write the introduction paragraph to an essay. • Write the conclusion paragraph to an essay • Write the essay from the opposite point of view • Replace sentences in the essay with pictures. Learners then write the sentence but must think about the sequencing as well. • Have a picture only story and the student must write the story. • One picture, go.

21. Specific Materials, Actions and Activities • Blogging • There are several blogging sites (even for young learners). • Daily journal into a blog post • Photos with captions • Scripts for videos • Making comments on classmates’ blogs.

22. Specific Materials, Actions and Activities • Captions • A good way to have students improve a particular area of weakness (grammatically or organizationally) is to have pictures that elicit the weak form. Then, since it is a caption to a photo, the student revises and rewrites for further practice. • Captions let students with limited English proficiency practice their skills with less stress on grammar production and more freedom for authentic production of what they already know.

23. Specific Materials, Actions and Activities • Mechanics • Peer feedback, work sheets and spoken activities can help clean up mechanics. • Peer feedback focusing on punctuation or capitalization. • Reading aloud for a dictation and pausing significantly for punctuation. • Moving the punctuation around a sentence. Use the changes to create different spoken ‘stories.’

24. Project-based Learning • Poster Project • Steps to Essay Writing • Activities • Bookmark creation • Mind map • Accordion paper • Peer Edit • Kinds of Essays • Essay Components • Poster Compilation • Poster Intros & Peer Eval

25. Korean Middle Schoolers at Play Essay Writing: A Poster Project

26. Essay & Poster • Process • 7 Steps of the Writing Process • Project • Poster Display of Process

27. Steps to Essay Writing • 2 Week Project • 10 days of class time • Homework assignments

28. Homework • Choose writing topic • Homework • Make Bookmark • Name • Photo • 7 Steps Day 1 • Topic • Writing Process Elements • Example Assessment

29. Topic: Brainstorming Homework Brainstorming Day 2

30. Homework First Rough Draft Day 3 • Topic • Outlining • Rough Draft • Writing Activity • Outline

31. Homework Revision & Proofreading Day 4 • Topic • Peer Editing • Writing Activity • Peer Edit an Essay

32. Deadline Final Draft Day 5 • Topic • Proofreading • Writing Activity • Kinds of Essays

33. Days 6 7 8 • Day 6 • Writing introduction paragraphs • Day 7 • Writing support paragraphs • Day 8 • Writing concluding paragraphs

34. Day 9 • Work Day • Make Poster from Essay Process

35. Day 10 • Presentation • Peer Feedback • Instructor/Class Feedback

36. Thank You Maria Lisak gwangjumaria@yahoo.com

37. References • Great Essays • Houghton Mifflin ISBN 0618271910 •  Units 1-5 & Appendix 1

38. More Activities • Adlibs • http://www.jeremytaylor.eu/books/madlibs-for-teachers/ • Food: http://www.stickyball.net/584 • Fairy Tales: http://www.stickyball.net/585 • Manners: http://www.stickyball.net/586

39. More Activities • writing prompts • Inspiration for YL: http://busyteacher.org/11270-creative-compositions-inspire-young-learners-write.html • Creative Writing Prompts at Bogglesworld: http://bogglesworldesl.com/creativewriting.htm

40. More Activities • journals: http://www.academia.edu/4194104/Learning_Journal_Writing_Determining_the_Right_Mix • Outline: • Encourage learners to write in their journal at least a few times a week. Explain the idea of process writing, and how mistakes aren't important at this stage. If you are teaching higher levels, you can vary this by stating that mistakes in grammar and syntax on material not yet covered aren't important, and that this will be a great way to review material covered in past levels. • Students should write on the front side of each page only. Teachers will provide notes on the writing on the back. Remember to focus only on material covered in class when correctly student work. • Start this activity by modeling the first journal entry as a class. • Ask students to come up with various themes that could be covered in a journal (hobbies, work-related themes, observations of family and friends, etc.). Write these themes on the board. • Ask each student to choose a theme and write a short journal entry based on this theme. If students do not know a particular vocabulary item, they should be encouraged to describe this item (for example: the thing which turns on the TV), or draw the item. • Collect the journals the first time in class and do a quick, superficial correction of each student's journal. Ask students to rewrite their work based on your comments. • After this first session, collect students' workbooks once a week and correct only one piece of their writing. Ask students to rewrite this piece. • From: http://esl.about.com/od/writinglessonplans/a/processw.htm

41. More Activities • Newsletters • My Media English Class at Gwangjudae: http://koreamaria.typepad.com/gjdae/media-english.html • http://busyteacher.org/6215-bringing-classroom-together-how-to-write-class.html

42. More Activities • Realia - cartoon & comic writing: comic books • http://www.readwritethink.org/files/resources/interactives/comic/ • http://larryferlazzo.edublogs.org/2013/08/24/the-best-comic-strips-for-students-teachers-in-2013-so-far/

43. More Activities • character sketches • Describe yourself • Describe others • Describe self in future • Describe self in a job

44. More Activities • Ethnography • http://ethnographymatters.net/2012/08/02/writing-live-fieldnotes-towards-a-more-open-ethnography/ • The District offices of Gwangju have libraries filled with elders’ stories. • Interview grandparents

45. More Activities • editing: rubrics • http://www.learner.org/workshops/middlewriting/images/pdf/W5LS-M-Rubric.pdf

46. More Activities • proof reading • http://writing.wisc.edu/Handbook/Proofreading.html

47. More Activities • spoken stories: dictation • http://www.manythings.org/elllo/

48. More Activities • what happens next prompts • http://www.slideshare.net/glynparry/star-jumps-1 • http://ashleysays.hubpages.com/hub/Writers-Block-It-could-kill-you • http://grammar.about.com/od/topicsuggestions/a/50Prompts.htm

49. More Activities • photo prompts • http://pinterest.com/selsmith479/writing-picture-prompts/ • http://pinterest.com/hwelsh/writing-picture-prompts/

50. More Activities • story boarding • http://www.knowledgeshift.net/storyboard-tools/