Transcript ENHANCING THE TEACHING OF COMPOSITION WRITING IN THE ESL

MAGANDANG HAPON
GOOD AFTERNOON
THE EFFECT OF UTILIZING
COMMUNICATIVE APPROACH
ON THE ESSAY WRITING
PERFORMANCE OF JUNIOR
STUDENTS
OF
SOLANO
HIGH SCHOOL
DICK B. LAPITAN
The modern approach to the teaching
of writing involves a combination of the
communicative approach and the
process approach to writing (Chan,
1986).
Pre-writing
Writing the First Draft
Revising
Editing and Proofreading
Writing the Final Draft
Publishing
L1(mother
tongue)
L2
L3
 It
stresses the purpose of writing and the
audience for it.
 Student writers are encouraged to behave like
writers in real life and ask themselves the
crucial questions about purpose and
audience:
 Why am I writing this?
 Who will read it?
 The writer writes for a real reader.
 The readership may be extended to classmate
and pen pals.
 Describe
and share meaningful experiences
 Impart personal knowledge
 Express one’s view or an opinion
 Persuade someone of something
 Tell a story
 Inform others about a significant event
 Analyze complex phenomena
 Evaluate materials/issues
 Instruct others
 Demonstrate understanding on something
 Recall something
 Synthesize newly acquired information
 Simplify and clarify complex issues
 Carry out social, technical or business
transactions, etc.
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Brainstorming
Constructing thought webs and graphic
organizers
Free writing/timed/marathon free writing
about a topic
Outlining
Interviewing a person knowledgeable about
the topic
Engaging in peer or teacher-student
discussions and conferences
Listening to music
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Clustering
Looping
Reading about and researching the topic
Viewing media such as pictures, movies, and
television
Reflecting upon personal experience
Examining writing models
Responding to literature
Role playing and other drama techniques
Asking the 5 Ws--who, what, where, when
and why.
Setting
Time :
Characters
Problem
Plot/Events
Resolution
Place:
Main Idea
Supporting Details
Supporting Details
Aside
from using different
strategies, language games,
puzzles,
and
graphic
organizers
 Students are allowed to use
their LI / L2 from Pre-writing
activities
to
editing
and
proofreading activities
Krashen (1980) “The Schema theory
supported how L1 or L2 could
influence L3 which states that
previous knowledge stored in the
mind on previous cognitive processes
that are operant in L1/L2 can be
readily activated to help the learner
and facilitate L3 acquisition.”
To produce learners who are:
 Multi-literate – they can read and write
competently in the local language, the
national language, and one or more
languages of wider communication, such as
English
 Multi-lingual-they can use these languages in
various situations
 MTB-MLE Primer of the Philippines
Concentrate
Write several
drafts
Look for
sources of
ideas
Read what
have been
written
Show it to
others for
improvement
Add, Rearrange, Remove , Replace,
Read
Peer Feedback
(see Revising Checklist)
Teacher – Student
Conference
How to involve students
to check
their written
outputs?
Editing Checklist of an Essay Written Output(Self- &
Peer-Assessment – Interference of L1/L2 is allowed
)
Writer‘s Checklist
Yes
No
correctly?
Yes
No
paragraph?
Yes
No
sentence?
Yes
No
correctly?
Yes
No
sentences?
Yes
No
neat?
Yes
No
correctly?
Partner’s Checklist
Did I spell all words
Did I indent the first line of every
Yes
Yes
Did I capitalize the first word of every
Yes
Did I punctuate the end of each sentence
Yes
Did I avoid using run-on
Yes
Is my handwriting
Yes
Is my title capitalized
Yes
No
No
No
No
No
No
No
Revising Checklist of Essay Written Output (Self- &
Peer-Assessment- interference of L1/L2 is
allowed)
Writer's Checklist
Yes
No
conclusion?
Yes
No
paragraph?
Yes
No
sentence?
Yes
No
again?
Yes
No
topic?
Yes
No
adverbs?
Partner’s Checklist
Did I include an introduction, a body, and a
Yes
No
Did I write a good topic sentence for each
Yes
No
Did I include details that support each topic
Yes
No
Did I avoid repeating the same words over and over
Yes
No
Did I use my senses to describe my
Yes
No
Did I use descriptive nouns, adjectives, verbs, and
Yes
No
What I hear, I forget.
What I hear, see, I remember a little.
What I hear, see and ask questions about or
discuss with someone else, I begin to
understand.
What I hear, see, discuss, and do, I acquire
knowledge and skill.
What I teach to another, I master.
Dr. Mel Silberman
( Psychologist & Educator)
PEER FEEDBACK
Peer feedback generates positive
impact if the students are ready
and well-trained and prepared by
the teacher
Eliminate errors
Improve the coherence
Make the composition readable
Have someone check your work
Recopy it correctly and neatly
Share the finished product!
Writing is read aloud to a group.
A book of written works is created.
A copy may be sent to a friend or relative.
Writing put on display.
A copy to the school paper adviser is sent
The writer congratulates herself for a job well
done.
Multi-Lingual
(L1/L2)
Communicative
Approach
Process Writing
Every writer I know has
trouble writing.
- Gene Fowler
Writing is thinking. That’s
why it’s so difficult.
- F.R. Katz
Teaching students to
write well is one of the
greatest challenges
faced by teachers
today (Xui 1996).
(
Thank you