Solutions Writing Challenge
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![Page 1: Solutions Writing Challenge](https://reader038.fdocuments.us/reader038/viewer/2022103123/55cf91d4550346f57b911784/html5/thumbnails/1.jpg)
How to help students improve their writing skills
Olha Madylus
Writing: Solutions to Mistakes
![Page 2: Solutions Writing Challenge](https://reader038.fdocuments.us/reader038/viewer/2022103123/55cf91d4550346f57b911784/html5/thumbnails/2.jpg)
Aims of this session
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• To explore challenges in developing writing skills
• To question current approaches to developing writing
• To suggest strategies to address these problems:
• Scaffolding writing
• Collaborative writing
• Sub-skills focussed tasks
• Marking written work
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• They rarely check their work let alone rewrite.
• They don’t pay attention to my corrections.
• They keep making the same mistakes.
• They say it takes too much time and effort.
• They don’t make the same mistakes in a grammar exercise.
Teachers’ comments
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A typical approach?
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Students work through a course book unit based on a topic.
Teacher sets a written task based on that unit for homework.
Students do the task at home, alone, and hand it in.
Teacher corrects / marks it and returns it to students.
Little progress is evident.
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Possible flaws in that system
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• Writing is left until a unit is completed.
• Writing is not done regularly in class.
• Writing is done alone.
• Students are expected to write a long text.
• There’s a lot of marking that teachers have to do.
• Students find self-correction boring.
• Students see a lot of corrections /’red ink’ on the page
= feel like ‘failures’
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How teens deal with criticism
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How teens deal with criticism
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Blah blah!
I can’t
hear you!
She told me
I’m stupid, so
I must be
stupid!
It’s too
boring to
do it
again. Why am I doing
this?
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John Atkinson’s theory of
achievement motivation
“All individuals can be characterised by two
learned drives, a motive to approach success
and a motive to avoid failure.”
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A scaffolded approach
9
Students
have as
much
support as
needed to
succeed
Professional Development
![Page 10: Solutions Writing Challenge](https://reader038.fdocuments.us/reader038/viewer/2022103123/55cf91d4550346f57b911784/html5/thumbnails/10.jpg)
Writing tasks are
• short and regular
• achievable
• collaborative
• clear as to what sub-skills are being developed
• creative
• discussed / analysed
• celebrated
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Professional Development 11 Solutions, Intermediate, p91
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For example
One sentence descriptions
His mouth, full of metal teeth, twisted into an unnatural smile
and his eyes were dull yet full of menace.
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Your turn
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For example
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Best opening lines.
Book reviews:
I have read many books in English, but this was the most
exciting, best described and weirdest book I have ever read.
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Collaborative writing
share ideas
cross-skills approach
awareness of process
easier to see others’ mistakes
peer correction
teacher at hand
fewer distractions
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Focus on sub skills
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Correct grammar Range of vocabulary
Accurate punctuation Correct layout
Correct register Accurate spelling
Sentence structures Linking
Imagination Planning
Drafting Proofreading
Communication
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Focus on sub skills
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Deconstruct and reconstruct
Focus on one or two skills at a time and slowly combine them
in writing tasks.
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For example
As I walked into the …….. bank on a ………… Tuesday
morning, I immediately realised something was …….. wrong.
………… customers were lying ……………. on the floor and
two ……….. men wearing …………. were holding ………..guns
and shouting……………..
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For example
Brainstorm at least 5 reasons for
and 5 reasons against
allowing people under 16 years of age to:
(a) marry (b) vote and (c) drive.
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Creative writing
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Where are they? Who are they?
What are they
saying?
Where is he
going?
What were they
doing earlier?
What did they have
for breakfast?
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Reasons to edit
• Share
• Portfolios
• Being a writer
• School web site / magazine
• Story of the month award
• Write letters to real people
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Marking work
On year 10,000 scientists found a very big problem! A very tiny microchip was into a computer. This microchip could destroy the hole world. Scientists were trying over five years to destroy it but it was so impossible.
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On year 10,000 scientists found a very big problem! A very tiny microchip was into a computer. This microchip could destroy the hole world. Scientists were trying over five years to destroy it but it was so impossible.
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Great introduction –
very exciting
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On year 10,000 scientists found a very big problem! A very tiny microchip was into a computer. This microchip could destroy the hole world. Scientists were trying over five years to destroy it but it was so impossible.
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Super contrast
between big and
tiny
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On year 10,000 scientists found a very big problem! A very tiny microchip was into a computer. This microchip could destroy the hole world. Scientists were trying over five years to destroy it but it was so impossible.
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Highly dramatic
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On year 10,000 scientists found a very big problem! A very tiny microchip was into a computer. This microchip could destroy the hole world. Scientists were trying over five years to destroy it but it was so impossible.
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Accurate grammar
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Learning from mistakes?
Adults have a developed anterior cingulate cortex, which
… can help detect mistakes.. This part of the brain is still
being wired in teenagers, making it more difficult for them,
even when they recognise a mistake, to learn from it.
The Teenage Brain, Frances E Jensen, Thorsons, 2015
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“Our job as teachers is not to point out
differences between our students’ language and
standard English. That is too negative a role.
Our job is to encourage the growth of language
by appreciating the learning steps.”
Edge, Julian
“Mistakes and Correction”
Longman
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The aim of marking
• To show students what they are doing right
• To show students where they need to make improvements
and how
• To encourage students
• To enable students to reflect on their own writing
• To celebrate the effort the students have made
• To enable teachers to notice skills / language areas that need
to be readdressed in class
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![Page 30: Solutions Writing Challenge](https://reader038.fdocuments.us/reader038/viewer/2022103123/55cf91d4550346f57b911784/html5/thumbnails/30.jpg)
Marking ideas
• Select and make clear what aspects of the writing you are
going to mark
• Highlight everything good about the writing
• Choose 2 positive and 2 negative aspects of the writing to
focus on
• Respond to the meaning not just to the errors
• Don’t use red pen
• Peer marking
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www.olhamadylusblog.com
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Thank you for taking part
We look forward to welcoming you to more OUP webinars in the future
www.oup.com/elt/events
Professional Development