Transcript TEACHING WRITING

TEACHING WRITING
ACTIVELY
TEACHING
WRITING
www.geoffbarton.co.uk
TEACHING WRITING
Welcome to the
Literacy Club
www.geoffbarton.co.uk
TEACHING WRITING
DOGS MUST
BE CARRIED
ON THE
ESCALATOR
www.geoffbarton.co.uk
TEACHING WRITING
Please don't
smoke and live
a more healthy
life
www.geoffbarton.co.uk
TEACHING WRITING
Sign at Suffolk
hospital:
Thieves operate in
this area
www.geoffbarton.co.uk
TEACHING WRITING
ICI FIBRES
www.geoffbarton.co.uk
TEACHING WRITING
Churchdown parish
magazine:
‘would the congregation
please note that the bowl at
the back of the church
labelled ‘for the sick” is for
monetary donations only’
www.geoffbarton.co.uk
TEACHING WRITING
To be truth-full I am for the
argument about wasting time
and money trying to get
around the world in a hot air
balloon, when this time and
money could be spent on
working with medical
difficulty or people who are
homeless.
Level 4
Level 7
I feel it is very important
to face challenges, as
without challenges, the
world would be a very
dull place. I feel that the
earlier challenges
appear in a person’s
life, the better, as there
will undoubtedly be
challenges in the
workplace or in home
life, and so I feel that
the people who have
faced challenges earlier
in life get a head start
over people who have
not.
TEACHING WRITING
How we’ve often (not)
taught writing in the
past …
www.geoffbarton.co.uk
TEACHING WRITING
Read this opening from the novel “Bleak House” …
h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq
wq qu iuu u g 7aijq;m.1xz
loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y
ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g
7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh
kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u
h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq
wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu
h u g 7aijq;m.1xz loli3ji h u h
Now write your own opening of a novel.
www.geoffbarton.co.uk
TEACHING WRITING
Grammar’s not the
main aim
www.geoffbarton.co.uk
TEACHING WRITING
So what would
you do …?
Year 9
Text Level
Writing - plan, write and present
3. produce formal essays in
standard English
within a specified time, writing
fluently and
legibly and maintaining technical
accuracy
when writing at speed;
www.geoffbarton.co.uk
TEACHING WRITING
So what would
you do …?
Year 9
Sentence level
Paragraphing and cohesion
6. compare and use different ways of
opening,
developing, linking and completing
paragraphs;
www.geoffbarton.co.uk
TEACHING WRITING
Year 9
Writing
Imagine, explore, entertain
So what would
you do …?
5. explore different ways of opening,
structuring
and ending narratives and experiment
with
narrative perspective, e. g. multiple
narration
www.geoffbarton.co.uk
TEACHING WRITING
You don’t teach writing merely
through:
Model it
•Reading aloud
DEPENDENCE
•Showing models
Demonstrate it
•Highlighting genre features
Critique it
•Correcting first drafts
Scaffold it
Practise it
•Lots of bullet-points after the task
INDEPENDENCE
www.geoffbarton.co.uk
TEACHING WRITING
Model it
Including ‘bad’ models
Demonstrate it
Show students the
process of writing
Practise it
Critique it
Scaffold it
Correct/change/improve
Make it collaborative
Move from small to
larger sections
www.geoffbarton.co.uk
TEACHING WRITING
The Set-Up
BUILDING SUSPENSE
Write the opening of a mystery story. Set
it at a funeral in a wintery churchyard.
√
√
√
www.geoffbarton.co.uk
TEACHING WRITING
bad
Using models
Before ….
It was a bitterly cold day. Everyone
was in black. The cars were black
too. There were people standing
around in a group waiting for the
coffin. Crows were flying in the
sky. It was really eerie.
TEACHING WRITING
Using models
After ….
The undertaker's men were like crows, stiff and black,
and the cars were black, lined up beside the path that
led to the church; and we, we too were black, as we
stood in our pathetic, awkward group waiting for them
to lift out the coffin and shoulder it, and for the
clergyman to arrange himself; and he was another
black crow in his long cloak.
And then the real crows rose suddenly from the trees
and from the fields, whirled up like scraps of
blackened paper from a bonfire, and circled, caw-cawing above our heads.
Susan Hill
TEACHING WRITING
GB’s Final Thoughts
•See things as a writer, not just a reader
•Explore texts actively - meddling, rewriting, editing
•Demonstrate the writing process yourself
•Relate everything to effect
•Talk about grammar where it helps, not as an end in
itself
•Start with small units of writing … then build up
•Encourage experimentation, risk-taking, creativity
•Enjoy!
www.geoffbarton.co.uk
TEACHING WRITING
Geoff Barton
Friday, 17 July 2015
All resources available at www.geoffbarton.co.uk