Think it.

Say it.

Write it.

Read it.

Content
Syntax
Sentence structure, sentence boundaries, stylistic choices, etc. Relevance, clarity, originality, logic, etc.

The Writers Process

Getting ideas, getting started, writing drafts, revising

Audience Grammar
Rules for verbs, agreement, articles, pronouns, etc. Clear, fluent and effective communication of ideas The reader(s)

Purpose
The reason for writing

Mechanic
Handwriting, spelling, punctuation, etc.

Organization
Paragraphs, topic and support, cohesion and unity

Word Choice
Vocabulary, idiom, tone

Source: Raimes, A., (1983). Techniques in teaching writing. (p.6)

4.2 Complete texts with the missing word, phrase or sentence. 4.3 Construct simple and compound sentences with guidance and independently. 4.6 Write simple factual descriptions of things, events, scenes and what one saw and did.

4.8 Write to express oneself creatively such as when composing simple poems and stories, creating greeting cards, posters, etc.
4.9 Spell correctly and take dictation .

4.10 Punctuate meaningfully.

 Principle of Diminishing Control Controlled Guided Free Writing Techniques

for Controlled Writing:

Linked substitution tables Parallel writing Questions and answers Writing answers to guidance questions Sentence combining Sentence completion exercises Rearranging jumbled sentences

 Techniques

for Guided Writing:

Writing from class-generated guidelines Picture composition with skeleton outline Writing from short notes

 Pre-writing

helps you to get started with

writing.
It

breaks through writers block, getting the ideas flowing and helping you find a starting points.

It

reduces the anxiety and frustration that you might felt in the past as you began writing.

 Brainstorming

An effective way of getting ideas flowing. It can best be used to: Choose a topic Identify a reason or purpose for writing Develop a topic Work out plot Develop the organization of ideas

 Graphic

organizer

A drawing that shows ideas connected to each

other in different ways.

cooking
Monday

classes

See friends

school
homework Too much!

Get up early Hate it! 2 loud alarm clocks

 Listing

A list that looks like a shopping list. Write everything that occurs to mind. Cross out ideas that you do not want to use and /

or add new ideas that occur to you. Numbering the ideas in the list accordingly.

 Originality
Systematic

flow of ideas (cohesiveness) Good organization of ideas Varieties sentence structures Use relevant new words that related to the topic/theme e.g. adj, adv., proverbs, idioms etc. Correct use of language Legible handwriting Introduction and closure Interesting and creative

Include many vivid sensory details that paint a picture and appeals to all the readers senses of sight, hearing, touch, smell and taste when appropriate. Use figurative language such as analogies, similes and metaphors. Use specific adjectives and nouns and strong action verbs to give life to the picture you are painting in the readers mind. Organized chronological (time), spatial (location) and order of importance, physical description, person thinks, feels and acts.

 The

purpose is to describe an experience, event, or sequence of events in the form of story. story should have a point and conclusion.

The It

includes details such as who, what, where, when, why and how.

Chronological

order use a logical progression with good transitions when moving from pointto-point.

Writing Descriptions Writing a description is like creating a picture using words. The key to writing a good description is using specific details that create exactly the picture you want. Good descriptive writing helps your reader see, hear, smell, taste and feel what you are describing.

Writing Narratives
A narrative paragraph tells a story about something that happened in the past. When you write a narrative paragraph, it is very important to write the sequence of events in the right time of order: - The topic sentence should tell the time and place of the story. - The rest of the sentences should tell what happened in the correct time order.

 Most

paragraphs have 3 parts:

The topic sentence tells the reader what the

paragraph is about.
The supporting sentences e.g. facts, examples,

descriptions and reasons to explain the topic sentence.

The concluding sentence restate the main ideas

in different words.

Topic sentence

Last week, I went to Ipoh to visit a friend. On the first day there, I fell down on a slippery sidewalk and broke my wrist. My friend called an ambulance and he took me to the hospital. I ended spending my holiday in Ipoh General Hospital.
Concluding sentence

Supporting sentence

My Grandmother _____________________ . She was born 80 years ago in India. When she was a small girl, her family moved to Malaysia. After secondary school, she worked in a bakery until she married my grandfather. She can still bake all kinds of cakes. My grandfather died five years ago, so she lives with us now. My grandmother is very gentle and kind. She never gets angry with me. She always listens to me and helps me with my problem.

 ___ ___

1. My grandmother is tall and thin. 2. An important person in my life is my grandmother.

___

3. My grandmother had five children.

___ 4. Let me tell you about my Grandma.

___

5. My grandmother can make me laugh when I am sad.

 Sentences

that support the main idea stated in the topic sentence. 1: Identify a sentence that does not belong in the paragraph.
Text 1:

Task

An Untidy Bedroom
My sons bedroom is always untidy. For example, he seldom makes his bed or hangs his clothes. There are usually dirty clothes on the floor and chair. His schoolbooks and papers are over his desk. His favourite author is Stephen King.
Does not belong to the topic sentence.

Details tell us different kind of information.

Facts

: who, what, when, where, why and how

E.g.

It was midnight and it was very dark. There was no moon and the wind was blowing hard.

Senses

E.g.

: what you see, hear, smell, touch and taste See : The morning sky is clear and blue. Hear Taste : The birds outside my bedroom sing cheerfully. : The medicine was so bitter that I almost vomitted.

Smell
Feel

: The roses in my garden are fragrant and sweet smelling .

: The gentle breeze on the beach blows my hair all over my

face.
Emotions : how the writer and the people in the story feel.

E.g.

Peters face turned red with anger.

Focus

: How to write an interesting paragraph.

Sample 1: Teacher writes in front of the pupils.

E.g.

I have two dogs. I like my dogs. One is black. One is brown.

Teacher reads the story to the class. Encourage the pupils to ask questions about the dog (Wh-q).

Note: The session may be followed by getting the pupils to brainstorm descriptive words to help make the writing more interesting.

Sample 2: Use the character web to write about the character. Show how each circle can become one sentence and that each part of the web relates to one main idea. Show how a new main idea becomes a new paragraph. Construct sentences based on the characteristic in the circle.

animals

Long, wavy blonde hair dancing

likes
Cinderella

Beautiful girl Fair, milky white skin

singing

People like her

Sparkling blue eyes

Humble and kind

obedient

hardworking

 Focus

: Varying the length of sentences.

Story B
Story A We spent a warm, sunny day at the beach. When we got hungry we had a snack. Later on, we flew kites high in the sky. It was a great day!

We went to the beach. It was sunny. It was warm. We had fun. We flew kites. We ate snacks.

Modeling

sentence fluency Examining pupil writing

 Focus

: Word Choice with focus on appropriate adjectives.

Brainstorming alternatives on Word posters. E.g. I had a good time at your house yesterday. Have

pupils brainstorm word that could be used instead of good. Possible alternatives might include: terrific, fantastic, great, magnificent, exciting or awesome.

Task 2: 1. Talk about your story. What are some things that I know about that I could write a story about?

I could write a story about. I think Ill write a story about Where will my story take place? Who will be in my story? What will the problem be? How will I solve the problem? What words will start my story?

2. Write your story using the chalkboard, chart paper, an overhead projector. Make some or all of the following mistakes:
Omit some words Omit some capital letters Omit some punctuation marks Use some incorrect words Use some incorrect spellings

3. Reread your story often while writing.

Add any missing words. Correct incorrect words by putting one line

through the incorrect word. Correct spelling and punctuation errors. When you are finished, have the pupils tell everything they saw and heard you while you were writing your story. Record their responses on a chart. Post the chart for future reference.