WRITTEN COMMUNICATION
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How to correct?
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Main mistakes
Textuality and types
of text:
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Narrative:
factual and poetic
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Description:
factual and poetic
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Argumentative
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Dialogic
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Poetic
è Text. End products: report, e-mail, chat, stories…
We come from
textuality and want to get the “end products” but not the analysis, just the
products what is beyond.
The first step is to
encourage our students vision. We also have to verify if a text possess
textuality or not.
Features of
textuality:
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acceptability: recognized the text as a text
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cohesion in grammar
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coherence in semantic and meaning
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intentionality
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informativity
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intertextuality: a text belong to a type and
not to another (an e-mail is an e-mail and not a brief)
What to write?
> Free
writing activities: when we work “free writing”, our students have to know
that their texts need textuality and settle intertextuality patterns. Students
have to be able to create products, as personal descriptions.
The
second step is guided models. Students have to face the “free writing activity”
with the patterns we give them. They have to use them as a guide and acquire
the intertextuality of their free models
products.
Activities
to teach/ learn write
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Pre-
writing, introducing-writing
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Writing
practice
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Free
writing :
How?
- Using models as a 1st step
- 3Rs techniques à
revision, reuse, reinforcement (1st + 2nd drafts)
- Using an evaluation writing code chart
- Right model of correction
- Mistakes / errors
- Expressions for correction:
è
Favourable:
congratulations, excellent,
very good, good, much better, please…
è
Unfavourable: poor/weak work, you can do it better, try again, do it again,
copy carefully, messy/untidy…
è Neutral: colour in your drawings, underling, margin?, rule off, don´t use red ink, do not start a new page, use up this space, not
in biro, write the date/title...
è Something positive: excellent margins, good risk,
nice/tidy, well done, nice idea, I like it, nice spelling, good work…
WRITTEN COMMUNICATION
·
Definition
Written communication is the most thoughtful way of expression. Reading
aloud means translating graphic signs into phonetic signs.
Differences
between oral & written communication.
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ORAL (global)
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WRITTEN (is starting now to be global)
|
|
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Fast /
spontaneous
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Time
demanding
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Let’s
give to our students
|
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Coordination
/ yuxtaposition
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Subordination
|
Review
grammar and lexis previously
|
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Easy /
clear grammar
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Complex
grammar
|
|
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Repetitive
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Non-repetitive
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Sinonimous/antonymous
Monitoring (using a code): self-repairments, peer-repairments, group-repairments… |
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Context
dependent
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Content
dependent
|
|
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Hesitation
+ echoing + feed back repairs: to organize thoughts and produce verbalization
simultaneously
|
Punctuation..previous
thoughts organization
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- Discourse structure – what do we expect?
- Rehearsing
- Audience
- Message adjustment
|
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Dynamic
and affective function
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Non-dynamic
and non-affective function
|
|
è Fast/spontaneous (phatic function) ≈ reading aloud (methalinguistic
function)
≈ expositions / speeches
(any other function)
è Written is still on rehearse and research, it is changing these days
dramatically and fast (sms, whassaps, e-mail… are new ways of writing)
Writing
·
It is not a natural skill, but
post-natural / post-literate. We understand literature as a written ability,
which is learned, which needs to be studied and it also needs some cognitive
development to be materialize.
·
It is an active skill. It implies physical
activity (graphic movement from our hand) and cognitive activity (mental)
·
Productive skill. It’s objective is
producing a TEXT (with textuality)
Stages of writing
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Cognitive stage: at the beginning it is an
implicit process but later it starts to be an explicit process.
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In the first years (6-8):
§ Grapho – writing – literacy
§ Letter word
§ Recognition
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9 – 12 years old:
§ Internalization rules and categories
§ Previous rehearse
§ Monitoring
§ Message adjustment
§ Locating resources
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12 +:
§ Avoidance/achievement strategies
§ Trying out
§ Building on previous knowledge
§ Compensating
§ Discourse structure
·
Practice stage: controlled or guided. Here
teachers are focused just in verbalization and textualization.
·
Production stage: free production. Here teachers are focused just in
verbalization and textualization.
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