Enjoy writing

Hanadi MirzaHanadi Mirza
hanadym@hotmail.comhanadym@hotmail.com
ENJOYENJOY WritingWriting
inin
ESL/EFL ClassesESL/EFL Classes
(KG2-8)(KG2-8)

Writing DevelopmentWriting Development
Why Write?Why Write?
What do we write?What do we write?

Problems with WritingProblems with Writing
 KG 2KG 2
 Cycle 1Cycle 1
 Cycle 2Cycle 2
 Cycle 3Cycle 3

We Write…We Write…
 LetterLetter 
 WordWord 
 Sentence (vs. Non-Sentence)Sentence (vs. Non-Sentence) 
 ParagraphParagraph 
 EssayEssay 
 Term PaperTerm Paper 
 Master ThesisMaster Thesis 
 Ph.D. DissertationPh.D. Dissertation

Sentence StructureSentence Structure
KG ClassesKG Classes  Sentence PatternSentence Pattern
A cat ran. / My dog ran. / I ran.A cat ran. / My dog ran. / I ran.
I see a dog. / I see a cat. / I see a man.I see a dog. / I see a cat. / I see a man.
Max is in the box, / Max is under the boxMax is in the box, / Max is under the box..
 Who/ does what- Someone/ is doing smthWho/ does what- Someone/ is doing smth
 Capital letter --- .Capital letter --- .
 Naming part + Telling partNaming part + Telling part S + V + OS + V + O
 Subject + Predicate= Simple SentenceSubject + Predicate= Simple Sentence

NCERDNCERD
Grades 1,Grades 1, 22, 3, 3 Grade 4Grade 4
- Student writes for a variety- Student writes for a variety
of audiences and purposes,of audiences and purposes,
and in various formsand in various forms
- Write to record ideas and- Write to record ideas and
reflectionsreflections
- Write to discover, develop,- Write to discover, develop,
and refine ideasand refine ideas
- Write to communicate with- Write to communicate with
a variety of audiencesa variety of audiences
- Write in different forms for- Write in different forms for
different purposes includingdifferent purposes including
list to record, letters to invitelist to record, letters to invite
and thank, and stories orand thank, and stories or
poems to entertainpoems to entertain
Write to express, discover, record, develop,Write to express, discover, record, develop,
reflect on ideas, and to problem solvereflect on ideas, and to problem solve
- Write to influence such as to persuade, argue- Write to influence such as to persuade, argue
and requestand request
- Write to inform such as to explain, describe,- Write to inform such as to explain, describe,
report, and narratereport, and narrate
- Write to entertain such as to compose- Write to entertain such as to compose
humorous poems or short storieshumorous poems or short stories
- Exhibit an identifiable voice in personal- Exhibit an identifiable voice in personal
narratives and in storiesnarratives and in stories
- Choose the appropriate form for his/her own- Choose the appropriate form for his/her own
purpose for writing, including journals, letters,purpose for writing, including journals, letters,
reviews, poems, narratives, instructionsreviews, poems, narratives, instructions

Writing Process (Gr 4)Writing Process (Gr 4) NCERDNCERD
 Generate ideasGenerate ideas and plans for writing by using suchand plans for writing by using such pre-writing strategiespre-writing strategies asas
brainstorming, graphic organizers, notes and logsbrainstorming, graphic organizers, notes and logs
 Develop draftDevelop draft by categorizing ideas, organizing them into paragraphs, andby categorizing ideas, organizing them into paragraphs, and
blending paragraphs within larger units of textsblending paragraphs within larger units of texts
 Revise selected draftsRevise selected drafts by adding, elaborating, deleting, combining, andby adding, elaborating, deleting, combining, and
rearranging textrearranging text
 Revise draftRevise draft for coherence, progression, and logical support of ideasfor coherence, progression, and logical support of ideas
 Edit draftEdit draft for specific purposes such as to ensure standard usage, variedfor specific purposes such as to ensure standard usage, varied
sentence structure, and appropriate word choicesentence structure, and appropriate word choice
 Use availableUse available technologytechnology to support aspects of creating, revising, editing,to support aspects of creating, revising, editing,
andand publishing textpublishing text
 RefineRefine selected pieces frequently to publish for general and specificselected pieces frequently to publish for general and specific
audiencesaudiences
 ProofreadProofread his/her own writing and that of othershis/her own writing and that of others
 Select andSelect and use reference materials and resources asuse reference materials and resources as needed for writing,needed for writing,
revising, and editing final draftsrevising, and editing final drafts

ParagraphParagraph SchemataSchemata
 ElementsElements ++ Genre:Genre:
 TitleTitle DescriptiveDescriptive
 Indentation AdjectivesIndentation Adjectives
 Topic Sentence SensesTopic Sentence Senses
 Supporting Details SimileSupporting Details Simile
 Concluding Sentence MetaphorConcluding Sentence Metaphor

Writing Problems & SolutionsWriting Problems & Solutions

Handwriting & DictationHandwriting & Dictation
 Handwriting ExercisesHandwriting Exercises All CyclesAll Cycles
- Cursive or Print?- Cursive or Print?
 Dictation? Auto-dictation?Dictation? Auto-dictation?
- KGs: Identify sounds- KGs: Identify sounds THEN Write LettersTHEN Write Letters
- Dictogloss / Dictocom?- Dictogloss / Dictocom?
 Spelling Bee?Spelling Bee?
- Visual Memory vs. Spelling Rules- Visual Memory vs. Spelling Rules

Problems with Writing TasksProblems with Writing Tasks
 Poor Writing Topics (summer vacations)Poor Writing Topics (summer vacations)
 NO Schemata for Paragraph or EssayNO Schemata for Paragraph or Essay
- ID of Paragraph = Topic Sentence- ID of Paragraph = Topic Sentence
- ID of Essay = Thesis Statement- ID of Essay = Thesis Statement

Writing TopicsWriting Topics
* Students usually wait for the summer vacations to rest* Students usually wait for the summer vacations to rest
and have fun. Some go to the beach. Others spend theirand have fun. Some go to the beach. Others spend their
time in the mountains or even travel abroad.time in the mountains or even travel abroad.
Write aWrite a paragraphparagraph in which youin which you describedescribe a new place youa new place you
visited. How was it? What did you do there?visited. How was it? What did you do there?
((Graphic Organizer)Graphic Organizer)
 Write a 4-paragraphWrite a 4-paragraph essayessay in which youin which you
argue with or againstargue with or against the law of banningthe law of banning
smoking in public places in Lebanon.smoking in public places in Lebanon.

Other Problems with WritingOther Problems with Writing
 Grammar NOT integratedGrammar NOT integrated INTOINTO WritingWriting
(Habits in the present(Habits in the present  Simple present)Simple present)
 Poor explanation of Spelling rules in ElemPoor explanation of Spelling rules in Elem
(hid – hide / cut – cute / mad – made)(hid – hide / cut – cute / mad – made)
 Memorizing wordsMemorizing words visuallyvisually
(Dictation= NO Use of Listening to Write)(Dictation= NO Use of Listening to Write)
* Memorizing sentences/paragraphs for* Memorizing sentences/paragraphs for
(official) exams(official) exams  destroy writing processdestroy writing process

Correcting Written MistakesCorrecting Written Mistakes
MistakeMistake TypeType CorrectionCorrection SentenceSentence
freindfreind SpellingSpelling FriendFriend Tom is myTom is my
friend.friend.
he mixshe mixs
-at the-at the
morningmorning
-make-make
homeworkhomework
Simple pre-Simple pre-
Presen S-VPresen S-V
-prep.prep.
---
collocationscollocations
MixesMixes Sara mixesSara mixes
tea andtea and
sugar.sugar.

Correcting Grammar MistakesCorrecting Grammar Mistakes
 Revisit a point in grammarRevisit a point in grammar
Eg. He? She? Or It?Eg. He? She? Or It?
Ex 1:Ex 1: Use pictures of different people, animals, things,Use pictures of different people, animals, things,
places, ….:places, ….:
Ex. 2:Ex. 2: Tom is a little boy. _____ goes to school everyday,Tom is a little boy. _____ goes to school everyday,
and _____ likes to study with his friend Carl. His sisterand _____ likes to study with his friend Carl. His sister
plays the piano and _____likes to play with her littleplays the piano and _____likes to play with her little
dog. _____ is her favorite friend.dog. _____ is her favorite friend.
Ex. 3:Ex. 3: Story: boy + girl + pet/toy - Paragraph (Narr/Des)Story: boy + girl + pet/toy - Paragraph (Narr/Des)

Improve Spelling & WritingImprove Spelling & Writing
 1- Picture + 1 missing letter (beg. letter THEN other letters)1- Picture + 1 missing letter (beg. letter THEN other letters)
 2- Picture + 2 missing letters (any two)2- Picture + 2 missing letters (any two)
 3- Picture + scrambled letters3- Picture + scrambled letters
 4- Picture only4- Picture only
 5- Scrambled letters5- Scrambled letters  Word FormationWord Formation
 6- Find the word: Cross puzzle (+ pics)6- Find the word: Cross puzzle (+ pics)
 7- Dictation: Listen7- Dictation: Listen thenthen Write wordWrite word
 8- Unscramble words8- Unscramble words  Sentence FormationSentence Formation
 Write sentencesWrite sentences
 9- Unscramble sentences9- Unscramble sentences  Make a ParagraphMake a Paragraph
 Write a paragraphWrite a paragraph
 10- Sequence paragraphs10- Sequence paragraphs  make an Essaymake an Essay
 Write an essayWrite an essay
 11- Creative Writing11- Creative Writing

Avoid PlagiarismAvoid Plagiarism
Copy/Paste in:Copy/Paste in:
 Master ThesisMaster Thesis
 Ph.D. DissertationPh.D. Dissertation
Projects (Cycles 2,& 3)Projects (Cycles 2,& 3)
 ParaphraseParaphrase ideas taken from:ideas taken from:
Internet/ newspapers / books /Internet/ newspapers / books /
magazines...magazines...
 Quote peopleQuote people

WRITING for FunWRITING for Fun
Writing Activities vs. Reading Comprehension Q’sWriting Activities vs. Reading Comprehension Q’s
Writing as a Process vs. ProductWriting as a Process vs. Product

Target ofTarget of
Writing ActivitiesWriting Activities
Students’Students’
Real Life Experience?Real Life Experience?
Imagination?Imagination?
Here and Now?Here and Now?
WriteWrite  Sentence(s) / Paragraph / EssaySentence(s) / Paragraph / Essay

Writing PromptsWriting Prompts
 What has been the happiest day of your life?What has been the happiest day of your life?
 If you could change one thing in the world, what would it be?If you could change one thing in the world, what would it be?
 If you could change one thing about yourself, what would you change?If you could change one thing about yourself, what would you change?
 What is the most Important thing in your life?What is the most Important thing in your life?
 What is your favorite movie/book of all time? Why?What is your favorite movie/book of all time? Why?
 What cartoon character would you most like to be?What cartoon character would you most like to be?

InputInput NeededNeeded forfor
Authentic Writing ActivitiesAuthentic Writing Activities
 LListen to:isten to:
a.a. StoryStory
b.b. MusicMusic
c.c. SoundsSounds
 Use Sight:Use Sight:
a.a. Watch a VideoWatch a Video
b.b. Look at a Picture/DrawingLook at a Picture/Drawing
c.c. Read a StoryRead a Story




Vocab BoxVocab Box
1- Thematic Vocabulary1- Thematic Vocabulary
Word / P. of Sp. / Def / Syn / AntoWord / P. of Sp. / Def / Syn / Anto
2- Application:2- Application:
* Word Formation + Prefixes & Suffixes* Word Formation + Prefixes & Suffixes
Word / Noun / Verb / Adj. / Adv.Word / Noun / Verb / Adj. / Adv.
* WRITE* WRITE  Sentences / Paragraph / EssaySentences / Paragraph / Essay

How to ImproveHow to Improve
Writing?Writing?
PRACTICEPRACTICE
PRACICEPRACICE
PRACTICEPRACTICE

Thank YouThank You
www.hanadimirza.blogspot.comwww.hanadimirza.blogspot.com
Join “ATEL Lebanon”Join “ATEL Lebanon”  FacebookFacebook
www.atel-lb.orgwww.atel-lb.org

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