WRITING LESSON STEPS

 Writing: this can follow a receptive skills lesson in the follow up stages but it can also stand alone.

?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.