?Lead-in to set context
?Elicit/intro language necessary for task
?Focus on model of text type
?Brainstorming / planning
?Writing task
?Editing/Error correction
paper summarizes some of the major data gathered in a longitudinal, naturalistic study of a Japanese girl learning English as a second language (Hakuta 1975b). The subject in this study is Uguisu, 'nightingale' in Japanese. Her family came to the United
“Publishing”
Teaching writing skills
Introduction of the topic/context
Use of other sources of writing in order to:
1. lead Ss to the topic;
2. activate schemata;
3. generate interest and ideas;
note: depending on the text you're using remember to lead-in, pre-teach lexis, and set comprehension tasks before students read it as a source of ideas and language to writing.
Analysis - read the text for
1.language models
2.audience for final text(style,information, layout) Students practice the noted features(linking devices register, etc)
Clarification of the writing task producing final copy
pre-organisation:sorting and ordering of ideas - note - taking
Drafting: writing a rough copy
Proof reading cheking for mistakes
Producing a final copy
This candidate is not really willing to respond at length and many of her answers are short.
However, she does respond directly to the examiner’s questions. There is some hesitation
and although some markers are used effectively, there is occasional loss of coherence (loud
… because … annoying sometimes). She mainly demonstrates quite simple vocabulary in
this part of the test, but uses this effectively to talk about a range of topics. There is some
inappropriacy (they’re trying us to speak) but there is also evidence of appropriate noun
modification and less common expressions (I’ve got my own; younger brother; once in a
while; really unclear; nearly everyone; it’s always good to…). Overall, she tends to use
simple structures with a high level of accuracy. There is some evidence of a wider range, but
hardly any examples of complexity in this part of the interview, and some sentences are
incomplete. Her pronunciation is clear throughout with only minor mispronunciation of
phonemes. However, her responses are short and there is little evidence of a wide range of
phonological features used to convey meaning.
Band 3
This candidate attempts to summarise the data but the focus is lost in a lot of irrelevant
comment. It is difficult to extract the key features, no figures are given and the information is
largely unclear. Although some information can be discerned, it is not clearly organised and
there is no clear progression in the response, so the message is difficult to follow. Some
basic time markers and connectives, such as referencing and link words, are used but these
are often inaccurate or unhelpful. The range of vocabulary relating to the task is very limited
and this seriously distorts the message. Only simple expressions are used repetitively, and
there are spelling errors in even basic words, indicating a lack of control. Although there are
some attempts at basic sentence forms at the beginning of the response, there are few
recognisable sentences in the remainder and the density of errors seriously distorts the
meaning.
