(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.
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________
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Read your work again. Check it for each
item below. Make any changes necessary.
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1. |
The piece addresses the right person(s)
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2. |
The order of paragraphs is logical
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3. |
Each sentence makes sense
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4. |
I have checked verb/subject agreement
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5. |
I am satisfied punctuation and spelling
are correct
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6. |
I circled words I want to check on
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7. |
I am satisfied I have answered all
parts of the question
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8. |
Etc etc
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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.
 | IDEAS AND CONTENT
 | The paper has a clear
purpose or makes a point. |
| Each paragraph relates to
the paper's main idea. |
| Each paragraph contains
clear, relevant details and examples in every that develop
and support the main idea. |
| The writer sticks to the
main idea and leaves out details that do not matter.
|
| The paper contains enough
information to cover the subject. |
| The title, if there is one,
relates to the main idea of the paper and "hooks" the reader.
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|
| ORGANIZATION
| The lead grabs the
reader's attention, making the reader want to read more. It
also gives a sense of the main idea. |
| The organizational pattern
makes sense. It is easy for the reader to follow along.
|
| There are no gaps where
something seems to be missing. |
| Each paragraph talks about
only one idea. |
| The ideas are linked
together with smooth transitions. |
| The conclusion ties
everything together with a final point or summary.
|
| The reader isn't left "hanging."
|
|
| VOICE
| The paper sounds different
from everyone else's. It's unique. |
| The paper sounds like the
writer. |
| The writing shows how the
writer feels and thinks about the topic.
|
| The paper has personality.
|
| The paper is convincing,
not "fake." |
| The paper is fun to read.
|
| The paper is lively, or
exciting in some way. |
|
| WORD CHOICE
| The words paint a picture
in the reader's mind. |
| There aren't any words
that are repeated too often. |
| The language is natural,
not overdone. |
| The writer used strong
action verbs to add drama to the paper.
|
| The writer has used
specific nouns to identify people, places, and objects.
|
| The writer has used
descriptive adjectives to help create a mental picture for
the reader. |
| The writer has used
similes or metaphors to explain anything unusual to the
reader. |
| The writer has avoided
vague, boring, overused words, slang, and clichés. He/She
has tried something new. |
|
| SENTENCE
FLUENCY
| Each sentence is a
complete thought that makes sense. No words have been left
out. |
| Any fragments used are
intentional and add to the message of the paper.
|
| Not all sentences are the
same length. |
| Not all sentences have the
same structure. |
| Not all sentences begin
the same way. |
| The paper is smooth and
easy to read. |
|
| WRITING CONVENTIONS
| The paper isn't one or two
huge paragraphs. Each new idea has its own paragraph, which
is indented. |
| Similar ideas are in the
same paragraph so there aren't too many paragraphs.
|
| There are no spelling
errors. |
| Capitalization is used
correctly. |
| Sentences are punctuated
correctly. |
| There are no grammatical
errors. The reader doesn't have to stop reading to mentally
correct mistakes in the paper. |
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