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Materials for Developing Writing Skills Group 4
OUTLINE 1. The role of writing materials 2. Selecting writing materials 3. Textbook as writing materials 4. Internet and writing materials 5. Creating writing materials
OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials Reference Stimulus Model Language scaffolding
Model  Present examples → demonstrate variations.  Increase students’ knowledge and awareness. OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
Model Effective model Exemplary samples Athentic Relevant OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
Language Scaffolding  Provide opportunities → discussion, guided writing, analysis and manipulation of salient structures and vocabulary.  Develop an understanding of grammar → produce accurate sentences and cohesive texts OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
Language ScaffoldingE n c y c l o p e d i a Cobuild Advanced O n l i n e W r i t i n Effective tools OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
Reference  Concern knowledge rather than practice.  Support the learners’ understanding.  Most useful: self-study vs little class context. OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
Stimulus  Involve learners in thinking about and using language by Provoking ideas Encouraging connections Developing topics OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
Stimulus r i a l s i n t e r p r e t a t E x p l i c i t D e t a i l e Effective Stimulus OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners Writing materials need to be at an appropriate level
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners  Nature of learning writing Writing materials should prepare students for the texts they need to write in target situations.
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners  Nature of learning writing  Authenticity of materials - Used as models of target texts. - However, teachers are not tyrannized by the ‘authenticity imperative’ when selecting materials.
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners  Nature of learning writing  Authenticity of materials
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
Shortcomings Lack of specificity of students’ background nor target needs. Fail to reflect the ways writers actually use language to communicate in real situation. Writing themes mostly addressing personal experience. Express in a single composing process and misleading text models.
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials ✓ Adding: extra readings, tasks or exercises. ✓ Deleting: irrelevant, unhelpful or difficult items. ✓ Modifying: rewriting examples, activities or explanations ✓ Simplifying: rewriting to reduce difficult parts. ✓ Reordering: changing the sequence of units to fit the course goals. WAYS TO ADAPT MATERIALS
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
WEBSITES
AUTHENTIC MATERIALS
TEXTUAL MATERIALS
Corpora can be used as materials for developing students writing by providing evidence of use and how a particular vocabulary item regular co-occurs with other items. Eg: Word Pilot
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials Materials Writing Team - Inspiring each other with ideas. - Reducing the amount of effort/ time/ frustration. - Higher-quality final product.
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task  Hutchison and Waters (1987) framework for materials design  Reflecting the instructional roles of materials.  Emphasizing the integration of key elements in Materials Design. Content FocusInput Language Focus Task
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task Hutchison and Waters (1987) framework for materials design Input Paper / electronic text Dialogue/ video/ picture/ communication data • Stimulus for thought, discussion and writing • New language items or the re- presentation of earlier items • A context and purpose for writing • Models and exemplaries • Spur to the use of writing process skills • Chances to process information • Chances for learners to use and build on prior knowledge
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task Hutchison and Waters (1987) framework for materials design Content Focus Topics , situations and information to generate meaningful communication Language Focus - Analyses of texts - Students integrate new knowledge into the writing task. Task Materials should lead towards a communicative task  Learners use the content and language of unit  write assignment.
OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task Jolly and Bolitho (2011): Content Gap Realistic activities Target need Learner Interest Clear explanation Need Physical appearance To interest/ engage learners with activities Input Source
11/06/16 CONCLUSION 1. The role of writing materials - Model - Language scaffolding - Reference - Stimulus 2. Selecting writing materials - Proficiency of the learners - Nature of learning writing - Authenticity of materials 3. Writing materials: Textbook, Internet 4. Creating writing materials • Input • Content focus • Language focus • Task CONCLUSION 1. The role of writing materials - Model - Language scaffolding - Reference - Stimulus 2. Selecting writing materials - Proficiency of the learners - Nature of learning writing - Authenticity of materials 3. Writing materials: Textbook, Internet 4. Creating writing materials • Input • Content focus • Language focus • Task

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Pp materials full

  • 2. OUTLINE 1. The role of writing materials 2. Selecting writing materials 3. Textbook as writing materials 4. Internet and writing materials 5. Creating writing materials
  • 3. OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials Reference Stimulus Model Language scaffolding
  • 4. Model  Present examples → demonstrate variations.  Increase students’ knowledge and awareness. OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 5. Model Effective model Exemplary samples Athentic Relevant OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 6. Language Scaffolding  Provide opportunities → discussion, guided writing, analysis and manipulation of salient structures and vocabulary.  Develop an understanding of grammar → produce accurate sentences and cohesive texts OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 7. Language ScaffoldingE n c y c l o p e d i a Cobuild Advanced O n l i n e W r i t i n Effective tools OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 8. Reference  Concern knowledge rather than practice.  Support the learners’ understanding.  Most useful: self-study vs little class context. OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 9. Stimulus  Involve learners in thinking about and using language by Provoking ideas Encouraging connections Developing topics OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 10. Stimulus r i a l s i n t e r p r e t a t E x p l i c i t D e t a i l e Effective Stimulus OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials a. Model b. Language scaffolding c. Reference d. Stimulus ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 11. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners Writing materials need to be at an appropriate level
  • 12. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners  Nature of learning writing Writing materials should prepare students for the texts they need to write in target situations.
  • 13. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners  Nature of learning writing  Authenticity of materials - Used as models of target texts. - However, teachers are not tyrannized by the ‘authenticity imperative’ when selecting materials.
  • 14. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials  Proficiency of the learners  Nature of learning writing  Authenticity of materials
  • 15. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 16. Shortcomings Lack of specificity of students’ background nor target needs. Fail to reflect the ways writers actually use language to communicate in real situation. Writing themes mostly addressing personal experience. Express in a single composing process and misleading text models.
  • 17. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials ✓ Adding: extra readings, tasks or exercises. ✓ Deleting: irrelevant, unhelpful or difficult items. ✓ Modifying: rewriting examples, activities or explanations ✓ Simplifying: rewriting to reduce difficult parts. ✓ Reordering: changing the sequence of units to fit the course goals. WAYS TO ADAPT MATERIALS
  • 18. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials
  • 22. Corpora can be used as materials for developing students writing by providing evidence of use and how a particular vocabulary item regular co-occurs with other items. Eg: Word Pilot
  • 23. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials Materials Writing Team - Inspiring each other with ideas. - Reducing the amount of effort/ time/ frustration. - Higher-quality final product.
  • 24. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task  Hutchison and Waters (1987) framework for materials design  Reflecting the instructional roles of materials.  Emphasizing the integration of key elements in Materials Design. Content FocusInput Language Focus Task
  • 25. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task Hutchison and Waters (1987) framework for materials design Input Paper / electronic text Dialogue/ video/ picture/ communication data • Stimulus for thought, discussion and writing • New language items or the re- presentation of earlier items • A context and purpose for writing • Models and exemplaries • Spur to the use of writing process skills • Chances to process information • Chances for learners to use and build on prior knowledge
  • 26. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task Hutchison and Waters (1987) framework for materials design Content Focus Topics , situations and information to generate meaningful communication Language Focus - Analyses of texts - Students integrate new knowledge into the writing task. Task Materials should lead towards a communicative task  Learners use the content and language of unit  write assignment.
  • 27. OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task OUTLINE i. The role of writing materials ii. Selecting writing materials iii. Textbook as writing materials iv. Internet and writing materials v. Creating writing materials a. Input b. Content focus c. Language focus d. Task Jolly and Bolitho (2011): Content Gap Realistic activities Target need Learner Interest Clear explanation Need Physical appearance To interest/ engage learners with activities Input Source
  • 28. 11/06/16 CONCLUSION 1. The role of writing materials - Model - Language scaffolding - Reference - Stimulus 2. Selecting writing materials - Proficiency of the learners - Nature of learning writing - Authenticity of materials 3. Writing materials: Textbook, Internet 4. Creating writing materials • Input • Content focus • Language focus • Task CONCLUSION 1. The role of writing materials - Model - Language scaffolding - Reference - Stimulus 2. Selecting writing materials - Proficiency of the learners - Nature of learning writing - Authenticity of materials 3. Writing materials: Textbook, Internet 4. Creating writing materials • Input • Content focus • Language focus • Task