Prepared by: Amirrul Amir Roland James John

1.

Design a writing project which incorporates the three approaches.

Model:
I am Mr. Baroni. My first name is Robert. I am twentyfive years old. I am a students. I am in the classroom now. I am at my desk. Mr. peter is my teacher. He is in

the classroom now. He is at the blackboard. He is busy

now. The classroom is on the tenth floor. It is a small room. The classroom is in an old building. The building

is near the river. It is in the busy city of Detroit.

Write one paragraph about yourself and your school. Follow the model but change all information that is not correct for you.

For example: write down your information

and take as many structures and words from the model as you can use in your own paragraph.

Different stages have their own different

activities:
1.

Brain- storming stage- teacher elicits, students give ideas, teacher writes randomly on the board in mind-map or linear form. Planning stage- eliminate some poor ideas,

2.

choose the best, put in order, find example for

each point.

3.

Writing the first draft- learners start writing,

may involve rearranging of points Editing- these questions may help

4.

Is there a thesis? Is the thesis clear?

Is the introduction interesting for the reader? Are the developmental paragraphs relevant to the thesis? Are the ideas supported well? Are there enough examples? Are the transition chosen correctly? Does the conclusion have a summary?

5.

Proof- reading- looking for (it is better to leave

proof-reading to the last)
Any sentence fragments and run-on sentences References without pronouns Redundancy of ideas Lack of parallelism Spelling mistakes

Repetition of the same words

Punctuation mistakes Wrong tense choice

Misused modifiers
Style inappropriate for the audience

6.

The final product

After the feedback on the spelling and grammar mistakes, writes the essay again This means, the same essay needs to be written at least three times (first draft, second draft after

editing, final product after proof-reading) before

a final product can be reached.

1. 2.

Samples of a specific genre are introduced Some distinctive characteristics of the given genre are pointed out so that students

notice specific configurations of that genre.

3.

Next, students attempt to produce the first draft through imitating the given genre.

1.

Select a picture and design a series of writing activities using the one picture many techniques approach.

1.

Description

Prepare some key words to label the pictures. Eg: Bear,

Tiger, Tarzan, Leopard, and Snake. Ask students to write down other words and phrases

on strips and paste on the board. Eg: Next to, on the

right, beside, behind and etc. Teacher takes away the picture and the strips and ask

students to descript the picture based on their

memory.
Click HERE for more Activities

2.

Description, comparison and contrast

Divide the students into two groups, show the picture to one group only. Ask the members of the group to write the description of the picture. Ask the members of that particular group to read out the description and have another group to draw out the picture according to their understanding. This activity can be repeated by using another picture on the other group.
Click HERE for more Activities

3.

Controlled composition

Show the picture to students Ask one student to pretend to be the Tarzan in the picture. Ask the student to write a paragraph using the element which we want to teach. Eg: I am Roland, and beside me is my best friend, black bear.

Next Tutorial>>

Construct simple and compound sentences (3-5 words) by looking at a picture Eg: This is a ball. It has many colours. It is round in shape and eight stripes.