Chapter 3
Writing Tasks
Writing Tasks
Freewriting
Before we discuss different tasks, it is important to focus on student and instructor expectations. Some students are afraid to write because they want to produce an error-free text from the beginning. Some are so preoccupied by errors that it may take fifteen minutes to write a single sentence. In the early stages of writing, though, the goal should be to generate ideas. With the process approach especially, students are encouraged to write first (to get ideas down) and edit later.
Before we discuss different tasks, it is important to focus on student and instructor expectations. Some students are afraid to write because they want to produce an error-free text from the beginning. Some are so preoccupied by errors that it may take fifteen minutes to write a single sentence. In the early stages of writing, though, the goal should be to generate ideas. With the process approach especially, students are encouraged to write first (to get ideas down) and edit later.
In his article How to be an Effective EFL
Writing Teacher, Martin stresses that students should be taught to turn off
their internal "editor." In other words, the first time students
write a particular piece, they should not think at all about correctness and
accuracy. Instead, they should write at first in a free style and write as much
as they can as fast as they can for 10-20 minutes. This is called freewriting.
Martin quotes Elbow (1979) who suggests that students should be encouraged to
never stop for any reason, not even to think during freewriting. Later, after
the freewrite, Martin says that students can edit their work. Keeping the reader in mind
When we write, we also need to be aware of the reader. For many ESL/EFL students who are accustomed to writing for the teacher, this can be a challenge. They need opportunities to write to other audiences and to read the writing of others.
In his article Second Language Writing and
Research: The Writing Process and Error Analysis in Student Texts, Myles
states that "By guiding students toward a conscious awareness of how an
audience will interpret their work, learners then learn to write with a
'readerly' sensitivity. Teachers can help students develop this sensitivity by
doing activities that are what we might call "real-world." A few examples might
include:
- Students write to each other: students can
write descriptions of their class or letters etc.
- Students write to other students in other
classes. This can be done through the Internet or at the school.
- Students accomplish real-world tasks like
writing letters of complaints to landlords, letters to the editor, etc.
The most important thing is that the audience is
well defined.
Writing tasks
responding to a prompt
One of most common writing tasks involves assigning students to write a paragraph, a composition, or an essay based on a prompt. These activities are often more formal. Students who plan to take standardized tests such as the TOEFL or the IELTS (which include a writing component), or those who intend to continue in school will be required to do this type of writing.
One of most common writing tasks involves assigning students to write a paragraph, a composition, or an essay based on a prompt. These activities are often more formal. Students who plan to take standardized tests such as the TOEFL or the IELTS (which include a writing component), or those who intend to continue in school will be required to do this type of writing.
group write
This activity gets students to write a collaborative story. The instructor gives a group a picture or a prompt to a story. One student writes one sentence. Then he or she passes the paper to the next student in the group who adds another sentence to the story. This process continues until a story is written.
This activity gets students to write a collaborative story. The instructor gives a group a picture or a prompt to a story. One student writes one sentence. Then he or she passes the paper to the next student in the group who adds another sentence to the story. This process continues until a story is written.
jigsaw
In this activity, students work in groups. Each group takes one part of a larger article and becomes an "expert" on that part. Each group writes a summary of its part of the article. Then the instructor puts the parts together into one complete summary.
In this activity, students work in groups. Each group takes one part of a larger article and becomes an "expert" on that part. Each group writes a summary of its part of the article. Then the instructor puts the parts together into one complete summary.
real-world tasks
There are many creative tasks that go beyond formal paragraph writing and can be used to encourage students to write. For example, if the objective of a given class is By the end of class, students will be able to write appropriate directions to a location in the community, students can be asked to write directions to a location they choose. The directions shouldn't include the name of the final location. Students from other groups will read the instructions and guess the location.
Project work can also
stimulate writing. Students working in groups can be told that they are members
of a hiring committee. They can be asked to write a description of the
imaginary company they work for, design a classified advertisement for an open
position, and prepare interview questions. Others in the class can act as
applicants and design simple cover letters and resumes to use when applying for
the job. There are many creative tasks that go beyond formal paragraph writing and can be used to encourage students to write. For example, if the objective of a given class is By the end of class, students will be able to write appropriate directions to a location in the community, students can be asked to write directions to a location they choose. The directions shouldn't include the name of the final location. Students from other groups will read the instructions and guess the location.
Source: http://eltmedia.thomsonlearning.com
Este comentario ha sido eliminado por el autor.
ResponderEliminarLorena rosario peña peña
ResponderEliminarIn my opinion the speaking and writing have the same problem that is the students are afraid of try to do activities which they have to use this skills because the students are afraid of to do a mistake for it reason if teachers want to develop writing skills into the pupils, they have to do confident students in their skills, and I think we have to start "step by step" according to the sudent´s level for it reason I agree with author´s ideas and put on practice the suggested activities which we involve the students on writing tasks.
MARIBEL DE LA O
ResponderEliminarI agree with the author because he has razon in the part of the chapter that said -Some students are afraid to write because they want to produce an error-free text from the beginning- and this is a real problem even happens to me in fact in this moment and the same time is worrying for me but not is some that avoid my freewriting.
I think that activities that autor mention will be the best option for a good writing. I like the activity group write because students could be improving with the writing and is a fun fay to learn.
I thibk that the activities in this text are the best, because we like students make many mistakes, but if we want to develop writen skill is necesary to practis. for my the editions is the most difficul, because when I did a text a lot f times I don´t like my text, and I need to do a new text.
ResponderEliminarI to try do real text for develop my writen.
Personally I reckon is normal as the text mentions that some students are afraid to write because when they are writing, the first thing to come to their minds is not to make many mistakes.
ResponderEliminarIt´s important in order to lose this fear, that students practice the freewritings because these help them to improve their writings and they can write about different topics.
On the other hand, we as teachers can help our students to improve this skill by doing real-world activities and creative tasks that include to write paragraphs, compositions, essays etc.,
Finally, the most important is that students start to write and develop this fundamental skill because the process is not to easy as seem.
In my opinion the purpose of this reading is to teach students to be clear with your ideas when writing them and not be afraid of making mistakes. Because usually be clear many do not know when to write what we think and both our students as we feel the same, because we care more about not having mistakes, that by writing what you really want to express. And this somehow reading shows us some techniques on how to stimulate this ability from the simple to the most complex...]*
ResponderEliminarIn particular, caught my attention the type of activities that establishes this topic because it gives us options and strategies to write a paragraph, making it a fun and engaging writing. But yet we each have to ask ourselves a strategy for drawing our ideas and form a paragraph.
ResponderEliminarMarisol García...
In my opinion is true what is mentioned in the textis very common that some students are afraid to write because they are afraid to make mistakes.
ResponderEliminarI consider it important to lose the fear the first thing is to find ways to encourage students to write and that the teacher should be the one to help students, motivate them and strengthen this ability, it is important that students, starting to write and can develop this skill step by step, as I believe that is usually one of the abilities that more difficult.
Edna Eli Sánchez S.
HELLO MIISS
ResponderEliminarWHILE I WAS READING THIS CHAPTER I WAS THINKING... WRITING IS BEING DIIFICULT FOR ME SO OBIOUSLY FOR STUDENTS IT'S EVEN MORE... I THINK THAT AS TEACHERS SOMETIMES WE FORGET THAT MOST OF THE TIMES STUDENTS ARE FRIGHTENED ABOUT PARTICIPATING IN CLASS SO IT'S IMPORTANT TO CREATE A GOOD LEARNING ENVIRONMENT AND THEN GO AHEAD TO HELP STUDENTS TO DEVELOP THE ENGLISH SKILLS.
I THINK THAT THE STRATEGIES AND RESOURCES THAT THIS READING MENTIONS MAY WORK TAKING ACCOUNT THE CHARACTERISTICS OF OUR STUDENTS.
ARIA NEIDHART
HELLO MISS:
ResponderEliminarFIRST teacher has to establish security in the students, respect between them, tolerance in their participations, all this is very important because our students do not have a lot of vocabulary to do a writing, so they feel nervous when they want to write something, more because their mind is in “white “way and they do not know what they want to write in the first part of the writing, they do not have anything idea, so teacher can help them with some doubts or questions, teacher has to include her participation or before start the writing is better do a warm up. Teacher tells to the students that is does not matter if they have a mistake, and with the practice they can improve their own ideas. Sometimes in our writings we have some mistakes, not all can be always clear.
By: Lilian Yanel Pichardo Mejía 3 II
hello teacher:
ResponderEliminarBY ADRIANA CHAVEZ ALFARO
IN THIS CHAPTER I CAN BE CONNECT WITH MY REALITY THAT IS WRITE IN ENGLISH, IS TRUTH THAT WHEN YOU ARE BEGINNER IN A SECOND LANGUAGE THE FEAR IS THE PRINCIPAL OBSTACLE FOR ACHIEVE OF IT. HOWEVER I HAVE HAD GOOD LOOK OF BE NEAR OF PEOPLE(CLASSMATE) AND IN PARTICULAR OF TEACHER THAT BE ABLE TO HELP ME IN THIS TASK.
BUT RIGHT NOW I HAVE THAT HELP ANOTHER PEOPLE (STUDENTS OF SECONDARY SCHOOL) IS BY THIS REASON THAT I HAVE TO I IMPROVE MY WRITING SKILLS WITHOUT FEAR.
I agree with reading because sometimes we try to make things perfect in writing and always think they will say the friends and teachers.
ResponderEliminarand more reason a high school student that is harder still to make a sentence
I think the confidence to do a free writing could be better for the student not feel bad and see more detail than things will fail in English.
NANCY KORINA FLORES RAMIREZ
SEE HOW INTERESTING STUDENTS FEEL FEAR FOR THE ENGLISH AND NOT ONLY BY WRITTEN OR ALL THE LANGUAGE SKILLS INVOLVED.
ResponderEliminarMAKING WE FEEL THE STUDENT INTERESTED IN READING AND WRITING IN ENGLISH AND THAT IS A SOURCE OF, PROCUREMENT OF VOCABULARY IN THE LANGUAGE. WELL AS IN THE SPANISH STUDENTS MUST WRITE YOUR ITEMS TO BE INTERESTING FOR SITTING INVOLVED IN INTERESTED IN WHAT THEY DO AND YOUR TIME SECURITY FEEL THEY DO SOMETHING ALREADY KNOW. AND NO MATTER HOW MANY TIMES IN THE REALISATION MISTAKE TASK TO MENTION THAT FITS THE ERROR IS LEARNED.
FOR ME THIS READING IS INTERESTING BECAUSE I LEARNED NEW STRATEGIES THAT I CAN USE WITH MY STUDENTS TO AT MY SCHOOL TO HELP THEM TO LEARN TO WRITE
ResponderEliminarAND I AGREE BECAUSE FIRST THE STUDENT NEED TO FEEL GOOD IN A CLASS AND WILL DO THE ACTIVITIES THAT THE TEACHERS SAYS.
Jorge Alberto Mejia Suarez
I completely agree with this reading because it mentioned some activities in order to not to be afraid of writing.
ResponderEliminarI think, the first step that teacher must do in class is create a good learning environment in order to have good results, otherwise students will always be afraid of ask to clear a doubt.
I compare writing process with speaking process and I think this both are a little bit difficult for secondary students but as this text says, is good start with writing in order to have clear ideas.
the purpose of this text is have in mind the importance of not to be afraid of express ideas and as a teacher, develop in students the skill to write.
It starts from the most simple that is, to generate ideas to reach the complex as creating full text.
The activities mentioned in the text, I think are a source of support that allows us to establish trust and confidence between teacher - students and principally student - student.
by: S. Nataly Gonzalez V.
In particular when I was reading I remember that for me is so difficult to writte in english because I am afraid to make mistakes, also it is mention from the author about the students and I think that it also happends to us in speaking tasks. But I think that the main idea of the text is that we should not be afraid of writting in English and have in mind that you can star step by step the achieve it.
ResponderEliminarANA ELIZABETH MILLAN MEZA
What I think of this article is that when someone not very familiar with the scripture, becomes more difficult when it comes to performing this action to force and not of their own volition, and that is when I want to write something that someone else could try him, and it is when we appear the fears of being mistaken even taking the rules needed to write. So we have to read the rules necessary to write well and have sufficient security and confidence to write something about a text or another topic to which we are facing. ARIADNA ELIZABETH ABUNDIS VILLEGAS
ResponderEliminarMaria del Rocio Gutierrez Tenorio
ResponderEliminarHi miss sorry, but I had difficulties for write. In the chapter, I find characteristics with I start to write, because in first step your teacher say "not think in English" and it is a few dificult.
Now like a future teacher, I have the oportunity for share whit students strategies for develop theirs writen. For star not considerer the mistakes like a error because is the thing in wich we need work.
Including activities and games for learning is important for the knowing. in this form we can give their security and confidence.
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ResponderEliminarEste es el blog del equipo de marilu
ResponderEliminarhttp://adolescentsdepression3ii.blogspot.mx/
By Emmanuel Guadarrama
ResponderEliminarIn these reading I could get it is really prominent to provide student chances to use English Language effectively, in an active way. In that respect will be necessary to put methodologies in practice which have as basis interactive work among students.
As Douglas Brown says: “affective factors determine how a person accomplishes a task using L2”, with any doubts we must recognize that cooperative work is a helpful tool to try to reinstore breakdowns or difficulties when a spoken affair is being developed. Thus, through cooperative work, having as basis a specific subject (based on students´ interests) students will have major self-confident sharing personal principles or discussing their favorite affairs.
On the other hand, as educators, monitoring cooperative work is a bit hard to be controlled and assessed this is why we must start with a good organization. This organization ought to involve students´ participation equally, and promote a responsible attitude that helps them to enhance their performance and establish a continuous monitoring about how they are taking part in task accomplishment (how they can improve, bearing in mind errors, and so on) and overall, as leaders in teaching practice, not to correct students badly.
In addition, teacher is in charge of organizing learning environments. Such conditions include: an attractive organization of the classroom (physical constituents), a coherent organization in teaching methodology (activities, tasks or assignments according to student´s interests and cognitive conditions) and a distribution of responsibilities (roles in students like leaders, work between colleagues). All these features must assure purposes achievement and an autonomous stance in students, product of a continuous or permanent interaction: teacher-students, students-students and students-teacher.