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“Blessed is the man who trusts in
the LORD, and whose hope is
the LORD.” Jeremiah 17:7
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topic in text below.
الذى فى الاعلى
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( Mr. / Girgis H. H).
Writing Skill
Definition:
"Writing" is the process of using symbols (letters of the
alphabet, punctuation and spaces) to communicate
thoughts and ideas in a readable form.
To write clearly it is essential to understand the
basic system of a language. In English this includes
knowledge of grammar, punctuation and sentence
structure. Vocabulary is also necessary, as is
correct spelling and formatting.
The exercises have been devised to motivate the
students to use and improve their writing skills.
Most of them are done as pair work or group work,
which facilitates communication between the
students. The exercises usually consist of two or
three parts, so that they are not too long and boring.
The students must do the first part well in order to
accomplish the second. Most important of all, they
require the students to exercise imagination.
The exercises require the students to establish
relationships between concepts, ideas, and words
outside of normal use, which forces them to review
their primary use.
This is a further semantic step. All these reasons
can be summed up in one: the exercises are an
imaginative approach to teaching varieties of writing.
Writing Skill:
Writing is the fourth language skill we may acquire
in our native language. As with speaking, it is a
productive, or active skill, as it requires us to use
our hands and our brains to produce the written
symbols that represent our spoken language.
Along with reading, it is one of the two artificial
language skills, as not all natural spoken
languages have a writing system:
Stages of writing:
1-Planning.
2-Drafting.
3-Editing.
4-Revising.
5-Proofreading.
(Output productive critical skill)
Goal:
Learners use drafts to introduce, describe,
compare, contrast and conclude topics. They
write a paragraphs, stories, letters, e-mails,
postcards, Faxes.
Strategy:
1-Pre-writing
Pre-writing tasks review and build students'
knowledge of relevant vocabulary, relevant grammar
points and, most importantly, students' background
knowledge, since that is what really generates
thoughtful and interesting written work
In groups, learners study the title, pictures or the
situation to discover the purpose of the writing task.
2-During writing:
1-I give prompts, chunks.
2-Learners plan and set the central idea in a draft.
3-They write the starting sentence.
4-They develop the idea through transitional
expressions.
5-They transit to another idea.
6-They organize information.
7-They conclude the topic.
8-They feedback grammar,punctuation and spelling.
5-They Rewrite the subject.
3-Post writing extension:
3 groups present their writings.
The fourth group evaluate each work pf the other 3
groups.I monitor, guide, check and encourage.
Focusing on the mechanics of writing will often prevent
a student from understanding and accomplishing the
purpose of writing. Think beyond the traditional ways
students have learned to write, and focus on making
writing meaningful.
1-Ask what’s important and potentially reinforcing to
students, and use the answers as engaging topics for
written narratives. Try presenting pictures of characters
from a book and asking the student, “Whom would you
like to write about?” Let the student select their three
most preferred characters to focus on during writing
instruction.
Teaching writing is a multifaceted process that involves
helping students develop a range of skills, from brainstorming
and organizing ideas to crafting sentences and revising their
work. Here are some effective strategies for teaching writing:
By promoting a love for writing and providing a supportive
environment, teachers can help their students become
confident and proficient writers.
2-Writing sub-skills
The learner must:
Know the orthography and the writing system of the
second language.
Use appropriate word order.
Use good standard grammar
Know how to express a particular meaning using
different grammatical forms.
Benefit from the use of synonyms, antonyms, and
other literary devices.
Use cohesive devices.
Use writing conventions.
Use writing strategies such as writing drafts or
asking for peer correction.
Be able to structure a text into paragraphs and
use devices such as thesis statement.
Be able to write purposefully and meaningfully.
Be able to produce writing at an efficient rate,
especially during examinations.
know organizational and editing skills in writing.
3-Writing Activities
1-Writing a letter, a letter reply, fax or an e mail.
2-Writing a paragraph.
3-Writing a story.
4-Writing a lingo text or a mobile text"SMS".
5- Writing an essay or a report.
5-Fill in the spaces or fill in the schedule.
6-Read and do an outline as a kind of synthesis.
7-Write the similes and differences between so and
so as a kind of analysis.
8-Imagine and write the missing parts.
9-Write feedback or a closure.
A Point of view story?
It is a matter of choice:
So how do you choose among first person, close
third person, and distant third? Your choice will
depend on the total effect you want your story to have.
Some guidelines:
If you want to write the entire story in individual,
quirky language, choose first person.
If you want your POV character to indulge in
lengthy ruminations, choose first person.
If you want your reader to feel high identification
with your POV character, choose first person or
close third.
If you want to describe your character from the
outside as well as give her thoughts, choose
either close or distant third person.
If you want to intersperse the author’s opinions
with the character’s, choose distant third.
If you want low identification between reader and
character, perhaps because you’re going to make
a fool of your character, choose distant third.
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