English

Lesson 1 of 5

S4

riting Process W

Developed by Berthe K.FURAHA 50 minutes

General Introduction

Class group and pairs

Overview

This lesson explains the writing process and offers practical techniques for applying it in your classroom to help learners become proficient writers.

Resources needed
Anything that catches learners interest such as: newspaper and magazine clippings, photographs, songs, poems, etc.

Specific Objectives
Writing process: prewriting, planning, drafting, post-writing. Work confidently and freely on any kind of writing. Write coherently and concisely. Work confidently and freely on any kind of essay-type task. Assess the quality of a piece of writing in terms of accuracy. Enable them to produce cohesive and coherent short pieces of writing, (narrative, descriptive, and argumentative) as well as informal and formal letter and emails. Develop their fluent spoken English.

Lesson Objectives
Identify the different stages of writing process. Produce quality material in their writing. Improve learners writing skills from their own experiences or observations

Linked to other subjects

History

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Evaluation
At the end of the lesson the learner will prove that he/she is competent by: Identifying the different stages of writing process. Producing quality material in their writing. Improving learners writing skills from their own experiences or observations.

Terminology
Terminology Writing Process Pre-writing Drafting Revising Editing Publishing Definition Writing is a good way to stimulate learning and critical thinking. A series of actions that are done in order to achieve a particular result. Prewriting is the stage in the writing process that allows a writer to flesh out her idea and turn it into a plan for a coherent document. A piece of writing or a plan that is not yet in its finished form. Looking again at what you write so that you add, substitute, delete, and/or modify the content to clarify meaning and expand ideas. To prepare a book or article or printing by deciding what to include and in what order. Arranging for books, magazines etc to be written, printed, and sold.

What other resources are available?

Books
Sitima, J, Maulidi, F et all 2009 Communication Skills, Book 1. Bunda College of Agriculture. Malawi University. Glencoe 2000 Grammar and Composition Handbook. McGraw-Hill. New York. Page324-337

Internet
Texasat: http://www.texasat.net/docs/Writing%20Process%20Stages.pdf has useful information about stages of writing process. eHow: http://www.ehow.com/how_5193466_writing-process.html provides some information on writing process

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Step 1: Introduction
Duration: 10 minutes Class organisation: Pair work To introduce this lesson, you can ask the learners to discuss the following questions: 1. Do you like writing? 2. What kinds of things do you like writing? 3. What problem do you face while writing? 4. How do you resolve the faced problem while writing? Possible answers: 1. (Open) 2. song, poem, short stories, etc 3. Spelling, speed, passing the message, etc. 4. (Open)

Step 1: Writing Process

Duration: 30 minutes Class organisation: Pair work Tell the learners that the Success in writing greatly depends on their attitude, motivation, and engagement. The writing process is there to guide them, plan their writing and create a publishable, final draft of learners' work of which learners can be proud. The writing process involves teaching learners to write in a variety of genres, encouraging creativity, and incorporating writing conventions. The following are ways to implement each stage of the writing process: 1. Prewriting: This stage involves brainstorming, considering purpose and goals for writing, using graphic organizers to connect ideas, and designing a coherent structure for a writing piece. For example, you can have learners brainstorm individually or in small groups with a specific prompt, such as: Make a list of important people in your life. "Examine some pictures closely and then write what you observe.

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2. Drafting: At this stage, learners work independently. Confer with learners individually as they write, offering praise and suggestions while observing areas with which learners might be struggling. 3. Revising and Editing: At this stage, you have to make sure that your writing is clear and well organised. Have you accomplished your goals? Show learners how to revise specific aspects of their writing to make it more coherent and clear. You can model reading your own writing and do a think aloud about how you could add more details and make it clearer. Teach learners to reread their own work more than once as they think about whether it really conveys what they want to their reader. Reading their work aloud to classmates and other adults helps them to understand what revisions are needed. 4. Rewriting: At this stage, have learners incorporate changes as they carefully write or type their final drafts. 5. Publishing: this is the last stage in which you encourage learners to publish their works in a variety of ways, such as: A class book Bulletin board Letters to the editor School newsletter Website.

It has been said that having an authentic audience beyond the classroom gives student writing more importance and helps students to see a direct connection between their lives and their literacy development.

Step 3: Exercise
Duration: 10 minutes Class organisation: Class group Ask learners to think of a topic from their own experiences or observations about which they will write in the next lesson. When learners are ready with the topics, ask them to cluster them. Clustering is a technique that allows you to map out your thoughts and connect them visually. You just write your topic in the middle of a piece of paper. As you think about the topic, briefly write down everything that comes

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to mind. Connect each word by drawing arrows or drawing lines to the main idea in the centre. The chat below is the example of Clustering.
Education Parliament

Women Emancipation Equal right with men

Empowering Women

Gender Violence

Women

GENDER

Social setting

Politics

Rights of Women

Gender Violence

Economically

Religion

Equal employment Opportunities with men Against violence Marriage Causes

Sexual Immorality

Disrespect

Poverty Alcoholism Divorce and separation

Life and education Effects Inherit property

Loss of lives

Poverty Family neglect

Join politics

Destruction of property

Own property Measures

Measures taken (solution)

Parliament (politics)

Education (FAWE Girls School)

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Evaluation The following criteria will be used by the teacher to evaluate your presentation: CRITERIA Content 3 All the required information about the chosen topic was given. Less than x mistakes 2 The information about the chosen topic was given but not all was correct. Less than x mistakes 1 Only 50% of the required information was given or most of it was incorrect. Need attention 0 None of the required information about the chosen topic was not included Not acceptable. More than x mistakes TOTAL 3

Spelling

Conclusion
Writing is a process done in different stages. All the stages can be repeated many times during the writing process. Of course, writing isn't always as easy as it sounds. You think, "Okay, I have an idea. I will put it on paper." Sometimes the ideas are not so simple that they can be put into words. The important thing is to get the ideas out of your head and on to paper. You can edit poor writing, but you cannot edit words that are not written. Hence, make sure that you get the result you want.

Homework Activity
Choose one topic. Ask learners to choose a person to write about. They can describe the person physically or write about their job. There are many things a student can write about for one person. Write about your school.

Additional Activities
Choose one topic and write everything that comes in your mind of the chosen topic: Who am I? AID/HIV.

References
Sitima, J, Maulidi, F et all 2009. Communication Skills, Book 1, Bunda College of Agriculture: Malawi University. Page 72 Glencoe 2000 Grammar and Composition Handbook. McGraw-Hill. New York. Page324-337 Baker, J, Westrup, H, 2000. English Language Teachers Handbook. VSO Continuum. Page 75

Last

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2010