APPLIED LINGUISTICS - Writing

• Applied Linguistics
• University

Applied Linguistics

SKILLS

WRITING

Rocío Ferre

Mariel Gonzalez

Milena Iñon

Agostina Montaña

Miguel Montaño

Florencia Vera

What do you think "being literate" mean?

1. How to write and read properly
2. The ability to write a text
3. A human capacity to read text
4. None of the previous anwers are correct.

“The manipulation of a set of discrete, value-free technical skills which included decoding and encoding meaning, manipulating writing tools, perceiving shape-sound correspondences which are acquired through formal education.”

-Ken Hyland

Aspects of Literacy

  

Handwriting                                                 Layout and 

                                                                         punctuation

                                            Spelling

                                                             

          

     

Which one is correct?

APOLIGISE

APOLOGIZE

BOTH

APPROACHES TO STUDENT'S WRITING

WHAT DO WE KNOW ABOUT THE PROCESS OF WRITING?

- A result of employing strategies to manage the composing process.

- A number of activities 

involved: 

• setting goals,
  
• generating ideas,
  
• organizing information,
  
• selecting appropriate language,
  
• making a draft,
  
•  reading and reviewing it,
  
•  revising and editing

    Process approach

pay attention to the various stages that any piece of writing goes through

Planning

Revising

Producing reader- based prose

IMPLICATIONS OF A PROCESS APPROACH

Helping students generate ideas.

Providing practice in planning

Contextualizing tasks to develop a sense of audiece

Encouraging students in revision strategies

Supporting students with technology

Issues in introducing a process approach.

 -provide time for writing 

-role of revision

-collaborative writing 

 

!

• early stages
• independence
•  more practice

   Product approach

  -

focus on the features of texts and developing the ability to produce them

methodology

• analysis of model texts
• formal practice 

teacher role

• prime writing

Genre

norms of different kinds of writing

Students need to consider:

• The topic
•  The conventions and style of the genre
• The context

data colection procedure

pre-writing phase

Text-based

approach

Helping students with their writing needs

Building awareness of discourse organization

Helping Students to develop crafting skills

Enabling Students to appreciate the criteria of an effective text

1

2

Which one is an example of a formal letter?

1. Image 1
2. Image 2

Building awareness of discourse organization

Rhetorical functions

¨The first point I would like to make is that nuclear power stations are a threat to environmental we live in and to society itself. This  is because the danger of radio active material escaping into the ground and polluting rivers and farms. A good example of this is....¨

Rhetorical Patterns

Which is/are examples of types of discourse organization?

1. Cause-effect
2. Problem-solution
3. Contrast-comparison
4. All of them

Helping students to develop crafting skills

• How the parts of a text are linked through cohesive devices.
• How sentence structure can vary to develop meaning
• The role that punctuation plays

Achieve accuracy in a text

Enabling students to appreciate the criteria of an effective text

What does this term suggest?

1. writing poetry
2. writing plays
3. writing stories
4. All of them are correct

Creative writing is a journey of 

SELF-DISCOVERY

TEACHERS

STUDENTS

• set up imaginative tasks
• provide a reader audience
• build the writing habit

• engaged 
• proud

ISSUES

• frustration
• sense of failure

EFFECTIVE LEARNING

WRITING AS 

A COOPERATIVE ACTIVITY

      Constructive feedback

     Generation of ideas  

     Great motivation

     Group pride 

BUILDING THE WRITING HABIT

HELP

•  interesting and enjoyable tasks
• enough information - language
• suggestions - ideas 
• Patterns - schemes
• Instant writing 

STUDENTS

Unconfident

They don't have anything to say.

 They can't come up with ideas

RECOGNISE  WRITING AS BEING A NORMAL PART OF THE CLASSROOM

Writing-for-learning

vs.

Writing-for-writing

The kind of writing we do to help students learn a language or to test them in that language

The kind of writing for building writing skills in our students.

THE ROLES OF THE TEACHER

• Motivator
  
• Resource
• Feedback provider

------------R E S O U R C E S ---------

-Harmer, J (2007). The Practice of ELT. Fourth edition. Essex. Longman Pearson. Ch. 19

-Hedge, T (2008). Teaching and learning in the Language Classroom. China, OUP, Ch. 9

-Oxford, Insight Elementary

-https://hackernoon.com/positive-and-negative-effects-of-technology-on-academic-writing-skills-fw3430lq

THANK YOU!!