Tutorial Task TSL 3107

8/13/2019 Tutorial Task TSL 3107

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Prepared by:

Amirrul

Amir

Roland

James

John


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1. Design a writing project which incorporates

the three approaches.


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Model:

I am Mr. Baroni. My first name is Robert. I am twenty-

five 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.


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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.


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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.

2. Planning stage- eliminate some poor ideas,

choose the best, put in order, find example for

each point.


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3. Writing the first draft- learners start writing,

may involve rearranging of points

4. Editing- these questions may help

Is there a thesis? Is the thesis clear?

Is the introduction interesting for the reader?

Are the developmental paragraphs relevant to thethesis?

Are the ideas supported well? Are there enough

examples?

Are the transition chosen correctly?

Does the conclusion have a summary?


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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


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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.


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1. Samples of a specific genre are introduced

2. Some distinctive characteristics of the given

genre are pointed out so that studentsnotice specific configurations of that genre.

3. Next, students attempt to produce the first

draft through imitating the given genre.


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1. Select a picture and design a series of

writing activities using the one picture

many techniques approach.


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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


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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 todraw out the picture according to theirunderstanding.

This activity can be repeated by using anotherpicture on the other group.

Click HERE for more Activities


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3. Controlled composition Show the picture to students

Ask one student to pretend to be the Tarzan inthe picture.

Ask the student to write a paragraph using theelement which we want to teach. Eg: I am Roland,and beside me is my best friend, black bear.

Next Tutorial>>


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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 andeight stripes.

Tutorial Task TSL 3107

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