{"id":1093,"date":"2011-02-11T13:08:03","date_gmt":"2011-02-11T12:08:03","guid":{"rendered":"http:\/\/eltchat.com\/?p=1093"},"modified":"2011-02-11T13:08:03","modified_gmt":"2011-02-11T12:08:03","slug":"how-do-you-teach-writing-and-how-do-you-mark-it-eltchat-summary-09022011","status":"publish","type":"post","link":"https:\/\/eltchat.org\/index.php\/2011\/02\/11\/how-do-you-teach-writing-and-how-do-you-mark-it-eltchat-summary-09022011\/","title":{"rendered":"How do you teach writing? And how do you mark it? #ELTchat Summary 09\/02\/2011"},"content":{"rendered":"

The second #ELTchat\u00a0on 2\/2\/2011 was \u201cHow do you teach writing and how do you mark it?\u201d. Here is a summary written for us by Leahn Stanhope – @Fuertesun on Twitter – copied from her\u00a0blog, Early EFL<\/a>, <\/strong>and reproduced here with her permission.<\/strong><\/p>\n

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How do you teach writing? And how do you mark it?<\/strong><\/h2>\n

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by Leahn Stanhope<\/strong><\/div>\n

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This was the topic of the #ELTchat on Wednesday 9th February at 9pm GMT on twitter.<\/p>\n

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As always the pace was fast and furious. I\u2019m pleased to say that I won the golden accolade of writing up the summary! I\u2019ve tried to summarize people\u2019s tweets as accurately and concisely as possible. Please forgive me if I\u2019ve missed anything out.<\/p>\n

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You can find the transcript for the chat here<\/a>.<\/p>\n

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Here is the summary:<\/p>\n

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Thoughts on Writing<\/p>\n

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\u2022 Writing used to be the Cinderella skill but the tide is changing.<\/p>\n

\u2022 People need writing more today than they did in the past because talking is now writing.<\/p>\n

\u2022 Even though Ss look for conversation they are more likely to need writing than speaking.<\/p>\n

\u2022 The net has changed the role of writing. It\u2019s no longer just about teaching Ss how to write informal and formal letters.<\/p>\n

\u2022 There are more genres of writing today which is partly due to technology.<\/p>\n

\u2022 Many jobs require Ss to communicate by the written word.<\/p>\n

\u2022 Ss expect to write in class. They may complain but they like it.<\/p>\n

\u2022 A teachers\u2019 attitude to writing is very important. Too often the teacher introduces writing with an apology \u00a8Ok \u2013 writing today\u201d.<\/p>\n

\u2022 Writing should be taken seriously.<\/p>\n

\u2022 An audience is crucial \u2013 using technology in the form of blogs and wikis gives Ss an audience.<\/p>\n

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How to teach writing? \u2013 a process or product approach?<\/p>\n

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\u2022 In order to learn to write Ss need to write. Little and often in class is a good way to start.<\/p>\n

\u2022 Use classroom time to prepare with a process writing approach and get Ss to finish writing as homework.<\/p>\n

\u2022 Some teachers feel uncomfortable teaching writing in class but the teacher has an important role to play in writing as a facilitator and monitor.<\/p>\n

\u2022 Play background music in class when Ss write.<\/p>\n

\u2022 Provide models of writing styles.<\/p>\n

\u2022 Use a lot of process writing when familiarizing Ss with genre and then gradually move to product.<\/p>\n

\u2022 Collaborative writing activities help ideas flow more easily and put less pressure on the Ss.<\/p>\n

\u2022 Ss don\u2019t need to write long compositions it can sometimes be micro-writing activities.<\/p>\n

\u2022 Get Ss to write short pieces it helps them focus on the language.<\/p>\n

\u2022 Low word limits often stimulate creativity.<\/p>\n

\u2022 Teaching writing often goes hand in hand with teaching vocabulary and genre.<\/p>\n

\u2022 Graphic organizers can be a helpful tool to organize Ss writing.<\/p>\n

\u2022 Sometimes process writing in class can last too long and Ss can lose their motivation.<\/p>\n

\u2022 Speed writing activities are a good way to introduce a new topic and focus on written fluency rather than accuracy.<\/p>\n

\u2022 Creative writing activities just for fun are a good way of getting Ss into the habit of writing.<\/p>\n

\u2022 Ideally in a process writing lesson there should be no marking or coding as the focus is on the process rather than the product.<\/p>\n

\u2022 It\u2019s important that teachers teach Ss to be clear and concise when writing.<\/p>\n

\u2022 Text messaging in class could be an unintimidating way to teach writing in class. Good with teenagers as it\u2019s important to communicate at their level.<\/p>\n

\u2022 Give lots of guidance.<\/p>\n

\u2022 Get Ss writing on OHPs or long rolls of paper.<\/p>\n

\u2022 There are differences between speaking and writing that must be attended to.<\/p>\n

\u2022 Audience, purpose and communicative element are must haves in teaching writing.<\/p>\n

\u2022 Product writing is mainly for assessment.<\/p>\n

\u2022 The process approach to writing is yet another opportunity for teaching and learning.<\/p>\n

\u2022 Models are good for teaching writing to exam classes.<\/p>\n

\u2022 Provide sample texts for children. They may copy but they are often lost without them.<\/p>\n

\u2022 Reading is the input for writing \u2013 speaking and listening may be the springboard.<\/p>\n

\u2022 The more Ss read the more they\u2019ll be able to write.<\/p>\n

\u2022 Encouraging Ss to write diaries is a good way to get them writing but they may run out of steam.<\/p>\n

\u2022 Give Ss regular topics to write about and do peer reading and feedback.<\/p>\n

\u2022 Use online tools such as Google Docs to produce collaborative writing.<\/p>\n

\u2022 Create and use a class blog or wiki.<\/p>\n

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Thoughts on Correction<\/p>\n

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\u2022 Whatever correction technique we use we must try and get Ss to reflect on their work<\/p>\n

\u2022 It\u2019s important that we make it very clear what we\u2019re looking for in Ss written work.<\/p>\n

\u2022 It\u2019s equally important that we focus on what they\u2019ve done well.<\/p>\n

\u2022 Comments work well as a correction technique.<\/p>\n

\u2022 Feedback from the teacher is paramount.<\/p>\n

\u2022 Grades can demoralize or make Ss overconfident.<\/p>\n

\u2022 It\u2019s important to have some free writing activities that are not corrected.<\/p>\n

\u2022 It\u2019s important to be aware that some Ss might be traumatized by the use of a red pen or a lot of ink.<\/p>\n

\u2022 Remember to praise Ss when they\u2019re doing writing tasks because they may be very vulnerable but be careful of too much praise as it weakens the power of praise.<\/p>\n

\u2022 Marking is one of the most time consuming (and rewarding) activities for NNES.<\/p>\n

\u2022 Don\u2019t me a meanie always pouncing on mistakes!<\/p>\n

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How do you mark writing?<\/p>\n

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\u2022 Using a public marking scheme, although research says that Ss find them confusing. Counteract this with close teacher support and monitoring.<\/p>\n

\u2022 If you use codes consistency is vital but difficult to maintain across different classes\/teachers.<\/p>\n

\u2022 Through Peer correction.<\/p>\n

\u2022 Using selective correction \u2013 focusing on 1-3 things at a time.<\/p>\n

\u2022 By picking out three good things and by rephrasing three things the S was trying to say.<\/p>\n

\u2022 By seeing marking as feedback not just error correction.<\/p>\n

\u2022 Using Jing an online tool which allows you to give Ss video feedback on their written work. Chatters thought that this was a great way to give feedback and liked the fact that it integrated listening skills and provided the Ss with a video that they could review before further writing activities.<\/p>\n

\u2022 Through 1st draft using peer review, 2nd with a correction technique and t 3rd with a Jing screencast.<\/p>\n

\u2022 By collecting written work and producing a sample paragraph with the most common mistakes and asking Ss to correct them in groups.<\/p>\n

\u2022 Through wikis in moodle.<\/p>\n

\u2022 By giving Ss the error correction code and allowing them to correct each other\u2019s writing.<\/p>\n

\u2022 By using a system that focuses on SIT strengths, improvements and targets.<\/p>\n

\u2022 Using Typewith.me as a collaborative error correction with multiple computers.<\/p>\n

\u2022 Using reformulation as a technique –<\/p>\n

\u2022 Correcting with numbered notes.<\/p>\n

Tasks and assignments our Students Enjoy<\/p>\n

\u2022 Dictogloss<\/p>\n

\u2022 Collaborative story writing.<\/p>\n

\u2022 Running, shouting and whispering dictations.<\/p>\n

\u2022 Creative writing – Shape poems<\/p>\n

\u2022 Writing messages on Post-its using 140 characters or less.<\/p>\n

\u2022 Writing descriptions of other Ss in the class and then guessing who.<\/p>\n

\u2022 Using songs to generate writing \u2013 She\u00b4s leaving home<\/p>\n

\u2022 Using minutes from a meeting and getting Ss to correct them for BE classes.<\/p>\n

\u2022 Writing a letter to the head teacher about something like recycling.<\/p>\n

\u2022 Word cloud speed writing.<\/p>\n

\u2022 Post-it compliments \u2013 get Ss to write compliments about their classmates.<\/p>\n

\u2022 Treasure hunts with fab clues.<\/p>\n

\u2022 Writing about images.<\/p>\n

\u2022 Writing stories based on different pieces of music.<\/p>\n

\u2022 Writing as role plays with Ss playing the different roles.<\/p>\n

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Online Tools and Resources<\/p>\n

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An example of a marking scheme <\/strong><\/p>\n

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