首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Planning a Writing Lesson I. What is a genre —various in kind —common features of the same genre: —layout, the level of【T1】____
Planning a Writing Lesson I. What is a genre —various in kind —common features of the same genre: —layout, the level of【T1】____
admin
2018-04-10
74
问题
Planning a Writing Lesson
I. What is a genre
—various in kind
—common features of the same genre:
—layout, the level of【T1】______ , the usage of language【T1】______
—a genre may vary between【T2】______【T2】______
II. Stages of a writing lesson
A.【T3】______【T3】______
—to make the writing more memorable and meaningful
—e. g., a complaint letter
—think about a situation and tell a partner
—compare ideas in【T4】______【T4】______
—present three best ideas to the class
B. focusing ideas
—select important or【T5】______ ideas【T5】______
—put ideas into【T6】______【T6】______
—students write continuously without worrying about
grammar, punctuation or【T7】______【T7】______
C. focusing on a model text
—function: raise awareness of the conventions of【T8】______ of【T8】______
different genres in English
—method: model text examination
—identify【T9】______ and common language from examples of【T9】______
a genre —replace【T10】______ according to the organization of the【T10】______
essay
D.【T11】______【T11】______
—draft a plan —【T12】______【T12】______
E. modifying the manuscript
—be aware of【T13】______ other than the teacher【T13】______
—incorporate【T14】______ comments【T14】______
F. writing the final draft
—check【T15】______【T15】______
【T14】
Planning a Writing Lesson
Good morning, everyone. Today we’ll talk about how to plan a writing lesson. Writing, unlike speaking, is not an ability we acquire naturally, even in our first language. It needs a process of learning and practicing. Unless the second language learners are explicitly taught how to write in the new language, their writing skills are likely to get left behind as their speaking skills progress. But teaching writing is not just about grammar, spelling, or the mechanics of the Roman alphabet. Learners also need to be aware of and use the conventions of the genre in the new language.
First of all, we have to make it clear what a genre is. A genre can be anything from a menu to a wedding invitation, from a newspaper article to an estate agent’s description of a house. (1) Pieces of writing of the same genre share some features in terms of layout, the level of formality, and the usage of language. (2) However, a genre may vary considerably between cultures, and even adult learners familiar with a range of genres in their first language need to learn to use the conventions of those genres in English.
In general, there are a couple of stages involved in the process of writing in accordance with a specific genre. I don’t necessarily include all these stages in every writing lesson, and the emphasis given to each stage may differ according to the genre of the writing and the time available.
(3) As is often the case, generating ideas is the first stage of a process approach to writing. Even when producing a piece of writing of a highly conventional genre, such as a letter of complaint, using learners’ own ideas can make the writing more memorable and meaningful. Before writing a letter of complaint, learners think about a situation when they have complained about faulty goods or bad service or have felt like complaining, and tell a partner. As the first stage of preparing to write an essay, I give learners the essay title and pieces of scrap paper. (4) They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. Each group can then present their 3 best ideas to the class.
(5) Then, there is another stage taken from a process approach, and it involves thinking about which of the many ideas generated are the most important or relevant, and perhaps taking a particular point of view. (6) As part of the essay-writing process, students in groups put the ideas generated in the previous stage into a mind map. The teacher then draws a mind map on the board, using ideas from the different groups. At this stage he or she can also feed in some useful collocations. This gives the learners the tools to better express their own ideas. (7)I tell my students to write individually for about 10 minutes without stopping and without worrying about grammar or punctuation. If they don’t know a particular word, they write it in their first language. This often helps learners to further develop some of the ideas used during this stage.
Once the students have got their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. (8) The examination of model texts is often prominent in product or genre approaches to writing, and will help raise awareness of the conventions of typical texts of different genres in English. (9)I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language "chunks" they can use in their own writing. (10) Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organization of the essay and the importance of topic sentences.
(11) Once learners have seen how the ideas are organized in typical examples of the genre, they can go about organizing their own ideas in a similar way. Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. (12) When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements.
In a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible.
Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. (13) This stage affords learners a chance to become aware of an audience other than the teacher. (14) If students are to write a second draft, I ask other learners to comment on what they liked or didn’t like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft.
(15) Finally, when writing a final draft, students should be encouraged to check the details of grammar and spelling, which may have taken a back seat to ideas and organization in the previous stages.
All right, today we’ve illustrated necessary stages to plan a writing lesson. By going through some or all of these stages, learners use their own ideas to produce a piece of writing that uses the conventions of a genre appropriately. And in so doing, they are asked to think about the audience’s expectations of a piece of writing of a particular genre, and the impact of their writing on the reader. In our next lecture, we will get started with a specific genre and talk about how to write an academic paper.
选项
答案
other learners’
解析
根据句(14)可知,如果学生们要写二稿,讲话者会要求其他的学生评论这篇文章,说出他们喜欢或者不喜欢的地方,或者他们发现不清楚的地方,这样,这些评论就会被融入到二稿中。因此答案为other learners’。
转载请注明原文地址:https://kaotiyun.com/show/uIoK777K
0
专业英语八级
相关试题推荐
Variationaccordingtothegenderofthespeakerhasbeenthesubjectofalotofrecentresearch.Insomecultures,thereare
Variationaccordingtothegenderofthespeakerhasbeenthesubjectofalotofrecentresearch.Insomecultures,thereare
(1)Howiscommunicationactuallyachieved?Itdepends,ofcourse,eitheronacommonlanguageoronknownconventions,oratlea
(1)ThatisalessonScottSpector,15,learnedthehardway,whenhisphonestartedblastinghis"AmericanIdolTheme"ringtone
(1)Withthetollfromanthraxmounting,theantibioticmostcommonlyusedtotacklethedeadlybugisnowacelebrity.Newsanch
(1)Withthetollfromanthraxmounting,theantibioticmostcommonlyusedtotacklethedeadlybugisnowacelebrity.Newsanch
PASSAGEONEWhatisoneofthemostfantasticfeaturessharedbyallorganisms?
A、Destiny.B、Genes.C、Personality.D、Family.B当主持人问Gaga在什么时段开始知道自己想成为一名歌手时,她回答在出生时就知道了。言外之意是Gaga认为基因造就了她将来要成为歌手,因此选择B项。
随机试题
如图所示PLC梯形图程序中,X0闭合后经过()时间延时,Y0得电。
研究褶曲的实际意义是什么?
按照我国企业会计准则的要求,会计信息的质量特征包括()
舌咽、迷走神经麻痹时
女性患者,42岁,查体见语音震颤无明显变化,其可能的疾病是
临床药理研究不包括
售后回租业务必须有明确的标的物。从事售后回租业务的金融租赁公司应真实取得相应标的物的所有权。()
1.近年来,随着国家和地方政府对扶贫攻坚的政策扶持及资金投入力度越来越大,被曝光的涉及扶贫领域的腐败案例不断涌现,扶贫领域俨然已经成为腐败的“重灾区”。扶贫资金被人“惦记”,和其监管难有很大关系。从横向上看,扶贫资金来源过多,多头管理,往往涉及财政、发改委
“学校课程中相关的真正中心,不是科学,不是文学,不是历史,不是地理,而是儿童本身的社会活动。”这一观点反映的课程理论是()
Forwhomisthepassageintendedto?Beforetheinterview,theapplicantshouldobtainsomeinformationabout______.
最新回复
(
0
)