Developmental Writing

Aina Hafizah
Atiqah Liyana
Fuad
Ngo Chiew Kiang
Patricia
Ramlah
Syafiq
Termizi
Content
Paragraph writing
Grammar
Text organization, cohesion
Dictation
Spelling

PRINCIPLES
OF
PARAGRAP
H WRITING
Start with a topic thats
easy, interesting and the
one students can relate
to (eg: cartoon, their
interest, favorite
topics/things, etc)
Teacher should
always model the
paragraph writing
first before asking
students to do use
creative strategies
Do not over
correct
demotivating
Apply autonomous
learning when
learners reach
sufficient proficiency
to promote creativity.
Move to shared writing
stage where teacher
elicits, students
volunteer ideas,
teacher acts as a scribe
on behalf of students
Give students chances
to try out and praise
even if the work is far
from perfect as
encouragement and
motivation
Paragraph is a distinct unit of thought
It contains :
topic sentence to state the main idea of the paragraph, very
often first sentence in the paragraph (not necessarily)
supporting details elaboration, examples, etc.
It is necessary to raise their awareness of structure of a
paragraph
Paragraphs are organized differently in different kinds of writing:
- Dialogue : paragraphs change with the change of speaker
- Expository / Argument : paragraphs change with change of unifying ideas

Strategies:
Hamburger
paragraphs
Traffic
strategy
Point,
Illustration,
Explanations
Peer
Editing
Brainstorming
Web-GO.
Sample of activities:
-gap filling
-rearranging sentences in
order
-Note expansion
Grammar In Writing
Grammar is the sound, structure, and meaning system
of language - the rules of making meaning.
Learners need to learn how to transfer their knowledge of
grammatical concepts from oral language to written language.
Effective grammar instruction begins with what students already
know about grammar it helps them to write.
Grammar And The Teaching
of Writing
Shaughnessy
(1977)
teachers encourage students to examine
grammatical errors in their own writing.
four important grammatical concepts in
writing :the sentence, inflection, tense,
and agreement.
Weaver (1998)
Teacher provide instruction on the
grammatical elements that most affect
their students' ability to write effectively.
Teacher sensitive to individual students'
readiness to learn and apply grammatical
concepts
STRATEGIES
TO TEACH
GRAMMAR
IN WRITING
Writing conference
- teachers can help
students revise for
effective word choices,
how formal or informal
the writing should be
Partnership writing
- students revise boring,
monotonous sentences -
read their writing aloud
to partners discuss
ways to vary the sentence
beginnings
Grammar mini lessons
- teacher helps learners
edit from passive voice
to active voice
Peer response
- peer editing groups,
assign different
proofreading tasks to
specific individuals in each
group
TEXT ORGANIZATION
DEFINITION- the organizational patterns that
are used by authors to prevent their ideas and
achieve a particular purpose in a piece of text.

WHY WE
TEACH TEXT
STRUCTURE
It helps the reader
made better sense
of the information
presented in the
text
Students can observe
how authors arrange
ideas and determine
which kinds of
structure are used to
interrelated ideas
Students can
remember more of
what the read from
the organized text
Students are able to
discriminate between
information related to
the main idea an
extraneous
information
Build students
awareness of the
different structures the
encounter when they
read leads them to
better writers
COHESION IN WRITING
DEFINITION everything in your writing is
logically laid out and connected.
For example the words finally, thus,
however.

AREAS LEARNERS TO BE AWARE
OF WHEN REVISING FOR
COHESION
SENTENCES
Readers must feel that
they move easily from
one sentences to the
next
Readers must feel that
the sentences in a
paragraph are not just
individually clear but are
unified with each other
PARAGRAPH
The reader should be
able to identify quickly
the topic of each
paragraph
DICTATION
Gives
spelling and
punctuation
practice
Provides
model of
sentence
structures
Model for
text
organisation
Suitable for
pupils of
various
levels of
proficiency
Factors to be considered for dictation
text selection
Length
Not too
long
Young
learners have
short
concentration
span
Levels of
difficulty
Appropriate
Not
frustrated
Types
Meaningful
and
authentic
Can relate
to and find
it in real life
Students
prior
knowledge
Thematic
relationship
to
something
already
discussed
Procedures in conducting dictation
Read through once
(normal speed)
> pupils know
what the text is
about
Read short
meaningful chunks
(normal speed)
pause at the end
of each chunk for
pupils to write
Repeat of
requested
> make dictation a
friendly interactive
task, not a test
Reading should
follow normal
pronunciation and
stress pattern
Provide immediate
feedback., display
original text
Get students to
correct their own
work or exchange
work and correct
friends work
Activities for dictation
Jigsaw dictation
S listen to short
text read by the
T
S write down
chunks of the
text on the form
of phrases/ short
sentences
Develop skills in
understanding
and listening to
the gist of the
text
Partial dictation
S work in pairs
One reads half of
the text for the
partner to
dictate
Opportunity to
complete
reading,
speaking and
writing task
Running dictation
S work in groups
One member is
responsible for
writing
Other members
take turns to
read out the text
sentence by
sentence
Opportunity to
work
cooperatively
Activities for dictation
Grammar dictation
S work in groups
S listen to a short text
written by the T (normal
speed) and jotted down
important words
Work together to compose
a text nearest to the
original text as possible
Work out a speaking and
writing task collaboratively
Compostion dictation
S work in groups
S listen to a text read by
the T (normal speed) and
jotted down familiar words
Make use of the jotted
words to create their own
version
S-P-E-L-L-I-N-G
When Teaching Spelling, Teacher
Should :-
Teaching the relationship between the most
common phonemes of English and Graphemes
- Eg : /s/ - S, /m/ - M

Teaching most common words
- eg : Cat, Dog, Car, Plane, Table, Chair

Developing visual memory for shapes of
words
- bed
Developing relevant dictionary skills

Helping pupils devise ways of helping
themselves to remember common bur some
trouble words.