Tiêu đề 96 - How to teach writing like a pro.pdf ✅

CONTENTS PAGE 1 HOW TO TEACH WRITING 4-5 MUST READ: 13 Simple Strategies for Helping English Language Learners Throughout the Writing Process 6 MUST READ: How to Effectively Teach English Writing Skills 7 MUST READ: How to Teach a Perfect Writing Lesson 8 MUST READ: Written Communication in the New Millennium: What Your Students Need to Know 9 MUST READ: The Secret to Facilitating Good Writing is in the Sharing 10 INSPIRATION & CREATIVITY: Brilliant Brainstorms: How to Use Mind Maps to Jump-Start Writing 11 INSPIRATION & CREATIVITY: How To Teach Writing: 6 Methods For Generating Writing Ideas 12 INSPIRATION & CREATIVITY: Short, Sweet and Sticky: Get Your Students Writing With These 6 Writing Activities 13 INSPIRATION & CREATIVITY: How to Make Students Excited about Writing 14-15 INSPIRATION & CREATIVITY: Creative Writing Strategies in the Composition Classroom 16 INSPIRATION & CREATIVITY: Planning Out a Pleasing Plot. Starting Your Students on Story 17 BEGINNER LEVEL WRITING: Yes We Can Write! Putting Pen to Paper for Beginners 18 BEGINNER LEVEL WRITING: Creative Compositions for Children: 3 Great Ways to Inspire Young Learners to Write 19 BEGINNER LEVEL WRITING: Wish You Were Here: Beginning Level Writing Made Simple 20 BEGINNER LEVEL WRITING: Getting Kids Ready to Write: 4 Easy Strategies for ESL Teachers 21-22 ADVANCED LEVEL WRITING: Yes, We Do This in the Real World: Inspiring Students to Write through Audience Awareness 23 ADVANCED LEVEL WRITING: Ranting, Preaching, and Other No-No’s: Teaching Audience Awareness 24-25 ADVANCED LEVEL WRITING: An Issue for Society: Getting More Specificity Out of Writing 26 ADVANCED LEVEL WRITING: The Capitalist System is the Best Economic System: Everyone Knows That. Addressing Underlying Assumptions 27-28 ADVANCED LEVEL WRITING: Mix Them Up: Teaching Sentence Variety 29 ADVANCED LEVEL WRITING: No, Wikipedia is not an Academic Source: Teaching Appropriate Research and Citation Methods 30 ADVANCED LEVEL WRITING: Don’t “Learn to be a Lady” and “Learn to be a Woman” Mean the Same Thing? Teaching Connotation 31-32 ADVANCED LEVEL WRITING: That’s Plagiarism? Teaching Paraphrase Skills to Pre-university Students 33 ADVANCED LEVEL WRITING: Comparing and Contrasting (And Writing, Too) 34-35 ADVANCED LEVEL WRITING: As I Was Saying: How and Why to Teach Discourse Markers 36-37 DIARIES & JOURNALS: Journaling in Seven Out of the Ordinary Ways 38 DIARIES & JOURNALS: Dear Diary: 5 Creative Ideas to Get Your Students Writing About Themselves 39 LETTERS: Dear My Dear: 6 Letters All ESL Students Should Write
3 CONTENTS PAGE 2 HOW TO TEACH WRITING 40 ESSAYS & SUMMARIES: How to Teach Argumentative Essay Writing 41-42 ESSAYS & SUMMARIES: Less is More? How to Teach Summary Writing 43 BUSINESS WRITING: How to Teach Correspondence to Your ESL Students: Writing Business Letters 44 BUSINESS WRITING: How to Teach Correspondence to Your ESL Students: Writing Personal Letters 45 PUNCTUATION: Comma or Semicolon? Tips on Teaching Basic Punctuation 46-47 PUNCTUATION: No, It’s Not Arbitrary and Does Make Sense: Teaching the English Punctuation System 48 NOTE TAKING: 4 Essential Note Taking Strategies 49 DICTATIONS: Not Just for Schoolmarms Anymore: Dictations in the Classroom 50-51 ELABORATION: Creature Creation: 4 Fabulous Strategies for Teaching Elaboration 52-53 ELABORATION: How To Teach Writing: 7 Strategies for Elaboration 54 STORIES: Telling a New Story: 5 Easy Steps for Your Students to Follow 55 STORIES: It’s Story Time: Teacher Tested Ideas for Telling and Writing Stories 56 STORIES: Fable Time: Using and Writing Fables in the ESL Classroom 57-58 CLASS NEWSLETTER: Bringing The Classroom Together: How To Write a Class Newsletter 59 SPELLING: The Challenge of Spelling Made Easy: 10 Creative Spelling Teaching Ideas 60 SPELLING: 10 Fun Spelling Games for Your ESL Class 61 ORGANIZE WRITING: 6 Smart Ways to Organize Writing Content 62 BONUS IMPROVE WRITING: 6 Sure-fire Ways to Help Your ESL Students Improve Their Writing 63 BONUS PROOFREAD WRITING: Get Out Your Red Pens! Proofreading Guidelines for Every Level
4 13 Strategies for Helping ESL Learn- ers Through the Writing Process Writing does not exist in a vacuum. It is a natural extension of listening and speak- ing, true in any language, but no less true for speakers of other languages and those in the process of learning English. Because of that spoken-written word connection, engaging these skills in your ESL students when they write will help them move smoothly through the writing process. By helping your students en- gage the oral and aural skills they have acquired in their studies of English, they will find that writing is not as impossible as it might otherwise seem. PREWRITING Prewriting is the stage of the writing pro- cess when the writer generates ideas for his writing. For ESL learners, this is also an opportunity to generate vocabulary and grammatical structures that will be necessary for writing on a particular topic. At times, your students will be more suc- cessful in groups. Other times they may need your assistance as they generate their ideas. You may find at times your di- rection is enough to set them going in the right direction, and then they will be able to work independently. They key is to be flexible and read your students. Here are some things you can do to get the writing process started. 1 ASK QUESTIONS Ask questions to help elicit vocabu- lary or grammatical structures from your students. This will engage their speaking abilities as it gets them thinking, too. 2 CREATE A WORD BANK Work together as a class to create a word bank that relates to the topic on which they will write. You may choose to display these work banks in your class- room or encourage your students to keep them in a vocabulary notebook. 3 DRAW PICTURES When lower language proficiencies may inhibit your students’ ability to articu- late ideas, sidestep the issue by asking students to draw pictures of their ideas. They will later use these pictures, rather than notes, when they write. 4 GRAPHIC ORGANIZERS Giving your students a blank tem- plate to organize their writing ideas may be just enough to get them going. Model filling one out, and then see what they can do as they make a plan for what they will write. 5 PRELIMINARY RESEARCH Doing research on the web, in books or with interviewees may be what your students need to find useful vocabu- lary or to determine the correct format for answering a question. Give your class time to prepare before they sit down to write especially if you are giving essay questions on content material they have learned. ORGANIZING In the second stage of the writing pro- cess, students will take the ideas they generated in the first step and start put- ting them into their logical positions in what will become their composition. Again, giving your students a chance to speak and prepare for writing is the key. Try any of these strategies in the organi- zation phase. 6 TOPIC SENTENCES Ask your students to choose one or more ideas they generated in the pre- writing stage. Then have them write one sentence that introduces that idea to their readers. Explain to them that this is a topic sentence, which they can use to start a paragraph in their written pieces. Then have them organize any informa- tion about that topic under that sentence. When it is time to write, they will include that information in the paragraph with that topic sentence. 7 GRAPHIC ORGANIZERS Let your students think outside the words and put their ideas into place on the physical page. Using a flow chart, bullet point lists, bubble map or other organizers that show the relationship between ideas, have your students lay out their thoughts on the physical page. When it is time to write, they simply follow their ideas along the page. 8 OPEN ENDED QUESTIONS Asking your students leading ques- tions or open ended questions will help them flesh out their ideas before they be- gin to write. When students have chosen a topic, penguins for example, challenge them to answer questions that begin with the journalistic words (who, what, where, when, why, how). Who studies penguins? What do penguins eat? How do they spend their time? Where do they live? Why do penguins do the things they do? If you have pairs of students ask each other these types of questions, they will get the double benefit of conversation and grammar practice while they are or- ganizing their ideas. WRITING When your students enter the writing phase of the five step writing process, make sure they understand that a draft is not the final composition. When students strive for perfection in a written draft, the result is often paralysis. Instead, remind your class that writing is a process, and they will have an opportunity to find and correct their errors later in the process. Right now, their goal is to get something written out on the page. 9FILL INS Using a fill in the blank template for topic sentences, thesis statements and transitions may help your students as they write the first draft of their essays. When you give them the grammar and the organization, they can put all of their energy into the content as they write. 10 ORGANIZERS Similarly, students working off the graphic organizers and templates they used in the organization stage will