for teachers

1. A troubleshooting guide
to prewriting

2. « I know what I want
to say, but I can’t say
it. »

3. « I ‘m having trouble
with my opening »

4. « I can’t think of the
right word. »

5. « My ideas seem all
mixed up. »

6. « My draft is too
short. »

7. « My writing seems
boring. »

8. « How do I get my
ideas fit together ? »

9. « I don’t know what to
write. »

10. « How do I know which
verb form to use ? »

11. Word Order game

12. Rahapprag ticlera
troper
cautotiunnp
gitined napling
roctpdu scorpse

13. Paragraph
Article Report
Punctuation
Editing
Planning
Product Process

14. What motivates students to
write ?

15. 90
80
70
60
50
40
30
20
10
0
Catégorie 1
Série 1
Série 2
Série 3
Serie 4
Serie 5
Serie 6

16. 90 % of the
students do some
kind of writing
outside of school.

17. 72 % of the students
text and e-mail their
friends.

18. 46 % of femal
students write in
journals.

19. 45 % of students
writes stories.

20. 42 % of students
use a computer
when they write at
home.

21. 27 % of students
write poetry.

22. Process vs Product Approach

23. « Give a man a fish
and you feed him
for a day. Teach a
man to fish and you
feed him for a
lifetime. »

24. The product is something
tangible that you get
after going through a
process.

25. In your groups discuss
the difference between a
process and a product
approach to writing

26. Process writing Product writing

text as a resource for
comparison

ideas as starting point

more than one draft

more global, focus on
purpose, theme, text type,
i.e., reader is emphasised

collaborative

emphasis on creative
process

imitate model text

organisation of ideas more
important than ideas
themselves

one draft

features highlighted
including controlled practice
of those features

individual

emphasis on end product

27. Common problems
solved by using
writing process.

28. 1- Students don’t
know how to get
started :

29. No problem, just introduce
them to Pre- Writing
activities like brainstorming,
webbing, mapping,
freewriting, or listing.

30. 2- Students don’t
write because they
are afraid of making
errors

31. Tell students they will
have a chance to
make corrections
during the Editing
stage.

32. 3- Low productivity;
students don’t write
very much:

33. Pre-Writing activities like
free writing increase fluidity
of expression; the
knowledge that things can
be changed during revising,
frees students up to
experiment.

34. 4- No effort in
Revision; no ability to
rethink earlier drafts:

35. By teaching focused
lessons in specific writing
skills, and showing
students how to use the
Six Traits criteria, young
writers become interested
in and committed to
serious revision.

36. 5- Sloppy work ; no
attention to detail in final
drafts

37. By reserving a special stage for
Publishing, and creating
authentic publishing
opportunities for your students
to publish their work, you can
show them how important this
aspect of writing really is, and
you can give them specific
lessons in how to go about it.

38. “ Mysterious disappearance
of an english teacher.”

39. * headlines
* Overview of crime
* Details of crime
* What the police are doing /
have done
* Description of suspects
* Appeal for witness

40. The editor’s checklist.
- Is there any necessary information
missing ?
- Are the paragraphs in logical order ?
- Is there any unnecessary information ?
- Are there any part that you can’t
understand ?
- Is there a repetition of the same words ?
- Do all the verbs agree with the subject ?
- Have the correct verb forms been used ?
- Have all the words been spelt correctly ?
- Is the punctuation correct ?

41. Reflexion on Process Writing lesson.
You just participated in a
process Writing lesson. Look
at the table below and try to
complete each stage with
the activities you did. What
do you think the purpose of
each stage or activity was ?

42. Stage Activities done Purpose
Prewriting
Drafting
Revising
Editing
Publishing Sharing what has been written motivated
students and develops an awareness of writing
for a specific audience.e.g classroom displays of
writing, class newspaper, webpage/submitting
writing to websites.

43. Stage Activities done Purpose
Prewriting - Prediction
based on
headline
- Questions to
the teacher
- Brainstorm the
order the info
should be in.
-Motivate/attract/
interest
- Help generate
ideas
- focus on product
and requirements
of exam (Where
necessary)

44. Drafting
Write the
report using
the
information
gained from
your
questions.
-Writing quickly
encourages focus
on content.
-Group work
reduces pressure
on weaker ss and
develops team-working
collaboration

45. Revising
Swap reports
and check for
language and
content
errors.
Essential part of
writing .
-Training for
future writing
needs
-Easier and more
motivating to
spot mistakes.

46. Editing
Return docs
to original
writer for
changes.
-Encourage
reflection on
what is right
/wrong and
why

47. Publishing
Put reports
on wall and ss
choose the
best one.
Sharing what has
been written
motivated students
and develops an
awareness of
writing for a
specific
audience.e.g
classroom displays
of writing, class
newspaper,
webpage/submittin
g writing to
websites.

48. Advantages (+) and disadvantages (-) of Using a
process Writing Approach.
What would be the advantages
and/or disadvantages of using a
process writing approach to
teaching writing in your
classroom situation ?

49. Advantages ( + ) Disadvantages ( - )

50. Advantages ( + )
* Increase creativity
* Collaborate preparation for real life
* more fun
* Writing is a multi stage linear process
leading to gradual evolution of the text. Pre-writing
– writing and re-writing
* less stressful

51. Disadvantages ( - )
* No collaboration.
* topic, purpose and audience are ignored.
* No creative thinking and innovation
* In 1960s Product approach Focus is on usage
and grammar. Topic sentence, paragraphing
and rhetorical patterns of moulding the text.

53. In Egypt, you stand by the road and you
shout the name of the place you want to go
to. If the driver wants to take you there, he’ll
stop. Then supposing you’d shouted
‘Zamalek’, the driver would say ‘Feyn fi
Zamalek ?’ which means, ‘ Where in
Zamalek ?’ You tell him, and then he quotes
you a price. And the driver will quite happily
pick up other people during the journey so
you can end up sharing a taxi with a family of
five and a couple of chickens. It’s such a great
experience.

55. London’s famous for black cabs and I
love them. They ‘re so comfortable, but
the drivers can be fast and aggressive, so
you hold on because you think they’re
going to crash ! But they have such
interesting stories about famous people
they’ve driven, and about different
parts of London, that you don’t want to
get out at the end of the journey ! And
they seem to have an opinion on every
subject in the news.

57. In Thailand, taxis are called tuk-tuks. The tuk-tuk
drivers come speeding up to you in the street,
shouting ‘tuk-tuk, tuk-tuk !’ The taxis are quite low
to the ground, and the top is covered, but the sides
are open to let in some fresh air, and you really
need it, because it’s so hot that you partically stick
to the plastic seats, dripping in your own sweat.
But the tuk-tuks are pretty cheap and they’re quite
convenient. They go anywhere you want to go, and
often act as a tour guide on the way, suggesting
good things to see and good places to eat.

58. Egypt London Thailand
Cost
Comfort
Enjoyment

59. What are Taxis like in Algeria ? Do they have
some similarities with the previous ones.
Write few lines describing taxis in your country.
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60. THANK YOU