B) Study the analysis models

Some textbooks present reading passages for students to analyze and imitate in their own writing. The students might read a passage comparing two bicycles, for instance, and then they write their own composition comparing two cars, following the orga­nization and structural patterns of the model as closely as possi­ble. Or they might keep the same subject matter to write about but vary the audience, the organization, or the purpose in their own writing, such as when they rewrite a formal letter as an informal one.

We can avoid a mechanical use of a model if we employ it as a resource rather than an ideal. The student can read, analyze, imi­tate, or manipulate a model as a way to throw light on the prob­lem. As he sees how other writers deal with a similar dilemma, his own range of options increases. The model becomes not what he should do but only an example of what he could do.

Examples

After discussion and other prewriting activities such as brain­storming and listing, ask students to write about a topic, let’s say about an early childhood experience. When they have written a draft, show them a piece of writing on this topic. Ask them to list the points of information the writer provided, such as the details of time, place, and event. Then they return to their own writing to look at what they have done and to compare it to the model. They are not asked to make theirs like the model, simply to say where the two are similar and different.

C) Summarize the strategy of an analysis activity

Task 10. Try your hand at teaching writing:

1) Using a an excerpt from a textbook essay as a basis, devise classroom activities that will involve the students in out­lining. Then make an outline of the passage yourself and com­pare your outline with another teacher’s. Discuss any possible difficulties the students might run into.

2) Find a passage in a textbook or magazine that would be useful in your classroom as a model of organization. Explain how you would use the passage. Pay particular attention to how students would apply what they learned to their own writing.

3) Devise classroom activities for students to analyze the organizational structure of the text.

4) Find a picture and make up a writing assignment based on the picture. Consider what problems the students might encoun­ter with organizing their piece of writing. What activities would you recommend to help them deal with those problems?

Unit 7

Using Texts in the Classroom

Task 1. Read the article "Using texts constructively: what are texts for?". Be ready to answer the questions.

Part 1

Text use may seem a dull topic after all the exciting matters that other guest writers have dealt with recently. However, language learning is, after all, learning language, not just doing fun things with it. And texts – by which I mean the relatively short spoken and written passages that come in textbooks and other teaching materials – can, if they are used properly, play an important part in the learning process. So here goes.

Date: 2016-04-22; view: 903