(Picture taken from http://ccweb.norshore.wednet.edu/writingcorner/overview.html)

 

      Virtual Writing es un curso diseñado para el desarrollo de la capacidad expresiva en alumnos de la ESO. El enfoque metodológico y planteamiento teórico de este proyecto es el de la composición escrita como proceso. Las actividades propuestas van desde actividades controladas hasta actividades de composición más libre, dependiendo del nivel del alumno.  Ya que nos encontramos en la etapa de secundaria en la que el alumno aún no se siente lo suficientemente seguro en el uso de la lengua, las actividades van enfocadas a guiar al alumno a través del proceso de escritura.

Fundamentos:

1. Una composición escrita rara vez se termina en una sesión. Necesita desarrollarse a través de diferentes etapas: generación de ideas, esquema y organización de ideas, escritura, relectura, re-escritura, revisión y corrección.

2. A la hora de expresarse en una composición escrita ha de primar el interés comunicativo sobre la corrección gramatical.  Lo más importante es que se produzca la comunicación y la transmisión de ideas. De este modo, se frena la obsesión y el miedo que siente nuestro alumnado de cometer errores olvidando la intención comunicativa.

3. Una composición tiene que ser significativa y siempre que sea posible tener una función comunicativa y un lector concreto. De este modo el alumno/a se siente más motivado ya que escribe con un propósito comunicativo y su lector no es necesariamente el profesor/a.

4. El producto final puede y se recomienda que sea expuesto públicamente como un proyecto trabajado en diferentes etapas. Nuestros alumnos/as pueden exponer sus textos en la página web del curso, en la del instituto, en un foro, en el periódico del instituto, etc.

 

bullet

Aunque el propósito fundamental de este proyecto es el diseño de un programa de activdades para desarrollar la expresión escrita, en Virtual Writing también se han incluido actividades de lectura, vocabulario y gramática ya que es preciso desarrollar otras destrezas conjuntamente y a menudo previamente a la labor de escritura.  Con frecuencia en las primeras etapas del proceso de escritura es necesario para nuestro alumnado activar un vocabulario sobre un tema específico. Este vocabulario puede haberse visto antes con lo que sólo es necesario repasarlo. Esto es lo que ocurre a menudo en Virtual Writing donde el vocabulario suele ser el que se ha visto previamente en el aulaCon respecto a la gramática podemos señalar que también es preciso practicar el uso de los tiempos verbales antes de componer un texto escrito sobre acciones que ocurren o situaciones que se presentan en un tiempo determinado. Por ejemplo, para hacer descripciones y expresar hábitos y rutinas usaremos el presente simple mientras que para hablar de experiencias pasadas, la vida de un personaje, etc, usaremos el pasado simple. 

 

 

THE THREE STAGES OF THE WRITING PROCESS

The three stages of the writing process can be described as:

a)      Prewriting

b)      Writing and drafting

c)      Revising/ writing (revising, proofreading and editing)

 

Prewriting

 

Before students start a writing task, it is important to define the basic elements of any piece of writing:

 

In real life every piece of writing is influenced by who it is written for (audience) and why it is being written (purpose). We should no longer be telling students to ‘Write a composition about your holiday’, the instruction should be something like: ‘Write a postcard to a friend about how you are spending your holiday’.

a)      helps to stimulate student interest

b)      develops concepts and ideas

c)      gives students confidence

d)      teaches the concept of writing for a defined audience

 

Some prewriting activities:

 

1.      brainstorming

2.      mapping

3.      listing

4.      outlining

 

 

       Writing 

Students should write the first draft freely and without frustration as soon after the prewriting phase as possible without worrying about spelling and punctuation.

 Tell the students to write the draft:

 a)      immediately after the prewriting stage

b) using brainstorming techiques or an outline as suggested

b)      don’t worry about mistakes at this stage

 

     Revising/rewriting:

 

This stage gives the student the opportunity to:

 a)      improve the content

b)      improve the organisation

c)      improve the sentence structure

d)      make vocabulary more exact

e)      reduce sentences for clarity

 

Encourage your student to eliminate or reduce spelling, grammar and punctuation mistakes at this stage.

a)      teachers should make concrete suggestions for improvement in an encouraging way

b)      have students share their writing with a partner or small group

c)      use a writing improvement checklist such as the one below and later in the form produced in the Centres Handbook (for teacher feedback)

d)      Use something like the self and peer checklist below

 

 

Self Assessment/Peer Checklist

 

Name _________________________ Title _____________________ Date________

 

 

Read your work again. Check it for each item below. Make any changes necessary.

 

1. 

The piece addresses the right person(s)

 

2.

The order of paragraphs is logical

 

3.

Each sentence makes sense

 

4.

I have checked verb/subject agreement

 

5.

I am satisfied punctuation and spelling are correct

 

6.

I circled words I want to check on

 

7.

I am satisfied I have answered all parts of the question

 

8.

Etc etc

 

 

Editing/Revision/Peer correction

 

Exploring the Definition of Critic

PROCEDURE:

1. We begin by reading a piece of writing that is written by someone outside of the class. After reading the piece of writing, I choose two students to do some role playing. One student plays the writer, and the other student plays the evaluator or teacher. The teacher/evaluator's job is to be the worst possible teacher/evaluator in the world.

2. After the role playing, students I will ask students to list things the teacher/evaluator did that were negative, and we will list those items on the board.

2. Next I ask the class this question: When you have someone read your paper, or you go to them for help, what do you expect from him/her?

3. I give students time to think about this question, and then we write the responses on the board. Later I will generate a handout that reminds students of their expectations.

CLOSURE: I think it's important to share the expectations they have for a peer evaluator. Using their expectations on the handout, will provide them with a useful touchstone as the year prowesses.

Teaching How to Give Constructive Criticism

I like the following idea because it's gives student a simple, practical guidelines for giving feedback to a piece of writing. Once this is introduced, it is practiced many times throughout the year. I usually begin by practicing it on a piece of my own writing. The form is as simple as this.

PROCEDURE:

1. Students begin by listing things they like about the piece of writing. There goal is find three things they like about the piece, and each statement should begin with I like . . . I also encourage students to give specific examples of things they liked about the piece of writing. I don't want them to just say, "I like your word choice." I want them to give specific examples of outstanding word choice.

2. Next, students make a list of five questions they have about the piece. The questions should help draw out more details/information in the piece, or they should be used to clarify any confusing points.

3. Finally, students will make a list of three "I wish . . ." statements. (For example, I wish you would give us an example of Rodney's craziness.)

CLOSURE:

It's a very simple process, but I feel, it's important to continually review, practice, and reinforce the technique. I entourage them to use this whenever they respond to a piece of writing. It works well with the Peer Evaluation form. Once again I encourage you to purchase Barry Lane's book After the End.

Once the 1999 school year begins, I will share my experiences sharing my writing with students. It will be interesting to hear their feedback.

 (Taken from http://www.geocities.com/SoHo/Workshop/8405/revisionminilessons.html)

 

Revising is not the same as editing. When you edit, you mainly check for errors in conventions. When you revise, you check how you have presented your ideas. You make changes, deletions, and additions. When it is time to revise a piece of writing, follow these guidelines to ensure you carefully look at each trait.

bulletIDEAS AND CONTENT

 
bulletThe paper has a clear purpose or makes a point.
bulletEach paragraph relates to the paper's main idea.
bulletEach paragraph contains clear, relevant details and examples in every that develop and support the main idea.
bulletThe writer sticks to the main idea and leaves out details that do not matter.
bulletThe paper contains enough information to cover the subject.
bulletThe title, if there is one, relates to the main idea of the paper and "hooks" the reader.


 

bulletORGANIZATION

 
bulletThe lead grabs the reader's attention, making the reader want to read more. It also gives a sense of the main idea.
bulletThe organizational pattern makes sense. It is easy for the reader to follow along.
bulletThere are no gaps where something seems to be missing.
bulletEach paragraph talks about only one idea.
bulletThe ideas are linked together with smooth transitions.
bulletThe conclusion ties everything together with a final point or summary.
bulletThe reader isn't left "hanging."


 

bulletVOICE

 
bulletThe paper sounds different from everyone else's. It's unique.
bulletThe paper sounds like the writer.
bulletThe writing shows how the writer feels and thinks about the topic.
bulletThe paper has personality.
bulletThe paper is convincing, not "fake."
bulletThe paper is fun to read.
bulletThe paper is lively, or exciting in some way.


 

bulletWORD CHOICE

 
bulletThe words paint a picture in the reader's mind.
bulletThere aren't any words that are repeated too often.
bulletThe language is natural, not overdone.
bulletThe writer used strong action verbs to add drama to the paper.
bulletThe writer has used specific nouns to identify people, places, and objects.
bulletThe writer has used descriptive adjectives to help create a mental picture for the reader.
bulletThe writer has used similes or metaphors to explain anything unusual to the reader.
bulletThe writer has avoided vague, boring, overused words, slang, and clichés. He/She has tried something new.


 

bulletSENTENCE FLUENCY
bulletEach sentence is a complete thought that makes sense. No words have been left out.
bulletAny fragments used are intentional and add to the message of the paper.
bulletNot all sentences are the same length.
bulletNot all sentences have the same structure.
bulletNot all sentences begin the same way.
bulletThe paper is smooth and easy to read.


 

bulletWRITING CONVENTIONS

 
bulletThe paper isn't one or two huge paragraphs. Each new idea has its own paragraph, which is indented.
bulletSimilar ideas are in the same paragraph so there aren't too many paragraphs.
bulletThere are no spelling errors.
bulletCapitalization is used correctly.
bulletSentences are punctuated correctly.
bulletThere are no grammatical errors. The reader doesn't have to stop reading to mentally correct mistakes in the paper.

 (Taken from kimskorner4teachertalk.com)

 

bullet

 Writing Stages and Tasks

When setting a writing task for your students, consider the following areas in your planning:

1.  What type of text do you want students to produce?

2.  Who will the text be aimed at and consequently, what sort of language style will be  appropriate?  Will it be tentative, friendly, polite, annoyed etc.?

3.  How are the students going to get ideas?

bullet Brainstorming
bullet Mind maps
bullet Picture stories
bullet Interviewing
bullet Reading
bullet Listening

4.  How is a text like this organised and what sort of language is used?  Analyse a similar text.

bullet Layout
bullet What structures/functions typically occur?
bullet What vocabulary?
bullet What type of information goes into which paragraph?
bullet How are the paragraphs organised?

5.         How can I train my students to take responsibility for correcting and editing their own work?

 

Possible stages of a writing programme:

 

1.  Familiarisation:

bullet identifying text types
bullet analysing texts for organisation
bullet identifying topic sentences
bullet identifying linkers
bullet making/filling in grids, flow-charts, diagrams of argument

 

2.  Guided writing:

bullet joining sentences together
bullet matching two halves of a sentence
bullet filling in gaps
bullet jumbled sentences
bullet jumbled paragraphs
bullet selecting and ordering exercises
bullet creating texts from diagrams, grids, charts
bullet writing from notes

 

3.  Free writing:

bullet changing from spoken to written
bullet changing register
bullet writing tasks arising from other skills
bullet written projects for portfolio

 

(Adapted from http://www.trinitycollege.co.uk/organiser/ISE/ISEsupport/more%20wrtiing%20help.doc )