- •Teaching to Write
- •Input reading 1
- •Exploratory task 1.1
- •Exploratory task 1.2
- •Exploratory task 1.5
- •Exploratory task 1.6
- •Exploratory task 1.7
- •Recommended features
- •Exploratory task 1.9
- •Exploratory task 1.10
- •Exploratory task 1.11
- •Exploratory task 1.12
- •Exploratory task 1.13
- •Exploratory task 1.14 Rewrite the following making the language clear for your children
- •Exploratory task 1.15
- •Exploratory task 1.17
- •Exploratory task 1.18
- •Input reading 2 Activities for teaching writing
- •Exploratory task 2.1
- •Exploratory task 2.4
- •Three-phase framework of teaching to write
- •Exploratory task 2.8
- •Exploratory task 2.9
- •G ood neighbor
- •Assessing written work
- •References and further reading
- •Text format
- •Exploratory task 1.7
- •Recommended features
- •Exploratory task 1.10
- •Exploratory task 1.11
- •Rewrite the following making the language clear for your children
- •Exploratory task 1.15
Exploratory task 1.15
Choose the most suitable word to connect to the following sentences.
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Besides “cohesion”, the process of writing follows a certain thread of meaning towards a conclusive goal. The final goal in mind makes the whole text "hang together" and adds to it the quality of coherence (Nunan, D. 1993. A coherent discourse possesses a full and whole propositional meaning. One of the ways to teach “cohesion” is working with paragraphs that can be descriptive, narrative and persuasive.
Exploratory task 1.16
Using the format of the “descriptive paragraph” , write a description of a new purchase you have recently made. Do not name it! Let your partners make a guess from description
Topic Sentence: |
Gives the main impression of the scene, object, or person. |
Supporting Details: |
Give the details that lead to the main impression. These details are usually arranged in a logical, spatial sequence (e.g., top to bottom, left to right). |
Concluding Sentence: |
Summarizes or emphasizes the overall impression. |
My New Purchase
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To draft and redraft a paragraph the following frequently used steps are recommended to students:
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Exploratory task 1.17
Divide the following text into paragraphs (correct the syntax too). Redraft it as recommended above.
the character I like most is the heroine herself she is the opposite of the helpless limp heroines of many love stories in fact the way she faces disaster makes her in many ways a modern woman as a child she is already passionately strong-willed this is partly why she went to boarding school where she is treated appallingly but her spirit is never broken after she leaves school she finds work as a governess and falls in love with a mysterious brooding quick-tempered man stung by his cruelty she declares her love for him when she discovered that he is already married she does not become self-pitying or bitter with typical courage and determination she sets out to find the right path it's a brilliant study of a sensitive intelligent and fiercely independent woman |
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An important aspect of teaching to write as a communicative skill is audience design, i.e. adjusting one's writing to the real or imagined readers (Spolsky, B. 1998. P. 33). A writer can choose a topic that will be interesting for the reader, an appropriate style for the audience. A writer can highlight textual elements to draw reader's attention to them. in conclusion.