1. Describe an occasion when you were disappointed (or afraid, surprised,
2. Teaching writing
2.1. is different
2.1.1. Teaching speech
2.1.1.1. one of this one is
2.1.1.1.1. Paralinguistic features
3. Hedge,
3.1. divides our purpose for writing into six categories
3.1.1. personal
3.1.2. social
3.1.3. public
3.1.4. study
3.1.5. creative
3.1.6. institutional
4. organising principles
4.1. Ur
4.1.1. draw this difference
4.1.1.1. Such as
4.1.1.1.1. Permanence
4.1.1.1.2. Explicitness
4.1.1.1.3. Density
4.1.1.1.4. Detachment
4.1.1.1.5. Organisation
4.1.1.1.6. Slowness of production, speed of reception
4.1.1.1.7. Standard language
4.1.1.1.8. A learnt skill
4.1.1.1.9. Sheer amount and importance
4.2. A traditional perspective
4.2.1. McDonough and Shaw's diagram
4.2.1.1. 'Controlled sentence construction'
4.2.1.2. 'Free composition'
4.2.1.3. 'The homework function'
4.2.1.4. 'traditional' approach to writing activities
4.2.1.4.1. an emphasis on accuracy
4.2.1.4.2. a focus on the finished product
4.2.1.4.3. the teacher's role is that of judge
4.2.1.4.4. writing often has a consolidating function
4.3. From product to process
4.3.1. metalanguage associated
4.3.1.1. with its teaching
4.3.1.1.1. 'product' and, 'process'
4.3.2. the final outcome
4.3.2.1. by way of attention to accuracy
4.3.3. the process of planning
4.3.3.1. organising,
4.3.3.2. composing
4.3.3.3. drafting,
4.3.3.4. reviewing,
4.3.3.5. revising,
4.3.3.6. editing
4.3.4. centred approach within the general writing
4.4. Audience
4.4.1. involves communication
4.4.2. McDonough and Shaw
4.4.2.1. suggested some contexts
4.4.2.1.1. To other students: invitations, instructions, directions
4.4.2.1.2. whole class:
4.4.2.1.3. For new students:
4.4.2.1.4. To the teacher- (not only for the teacher): about themselves, and the teacher
4.4.2.1.5. can reply or indeed initiate.
4.4.2.1.6. For themselves: lists, notes, diaries
4.4.2.1.7. To penfriends
4.4.2.1.8. To other people in the school
4.4.2.1.9. To people and organisations
4.4.3. 'getting a feel for the audience
4.5. Feedback
4.5.1. A defining.characteristic of a mistake (or a slip), is that it can be corrected...,
4.5.2. _whereas an error cannot. An error means thA. (learner) has a gap in their
4.5.3. competence in the language.
4.5.4. Hopkins and Tribble
4.5.4.1. basis for a-marking scheme
4.5.4.1.1. Communicative quality
4.5.4.1.2. Logical organization
4.5.4.1.3. Layout and presentation
4.5.4.1.4. Grammar
4.5.4.1.5. Vocabulary
4.5.4.1.6. Handwriting, punctuation and spelling
4.5.5. Lynch
4.5.5.1. psychological expedience of formative feedback
4.5.5.1.1. provides potential opportunities for learning