Cacanog Lucylle TAMContent 3 PDF

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Teaching and Assessment of MacroskillsContent 3: The Expressive Macroskill – WRITINGStudent’s Name: Lucylle CacanogAt the end of this week, the service pre-teacher should be:a. select differentiated learning tasks in teaching writing to suit learners’ gender, needs, strengths, interests, and, experi...

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Teaching and Assessment of Macroskills Content 3: The Expressive Macroskill – WRITING Student’s Name: Lucylle Cacanog At the end of this week, the service pre-teacher should be: a. select differentiated learning tasks in teaching writing to suit learners’ gender, needs, strengths, interests, and, experiences; b. demonstrate how to provide timely, accurate, and constructive feedback to improve learner performance in the different tasks in writing through simulations; c. craft a learning plan according to the English curricula that is developed from research-based knowledge and principles of writing and the theoretical bases, principles, methods, and strategies in teaching these components; and, d. conduct a teaching demonstration of the assigned learning competencies in writing. I. Content A. Nature and Purposes of Writing 1. Nature of Writing Watch: XVSyP

https://www.coursera.org/lecture/multimodal-literacies/10-1-the-nature-of-writing-

Task: Answer the following questions: a. What makes writing “deceptively complex” and “deceptively different” from speaking? Compare and contrast these two expressive skills Writing and speaking are obviously way too different from each other. A fundamental difference between them is that speaking is spontaneous whereas writing is planned.Repetition is usually found in speaking. Writing avoids repetition. Writing is permanent where the readers can go back over it again if the meaning is not immediately clear. While speaking is fleeting and ephemeral. Even though these two skills proved to be complexly different they still share the same purpose- to express and communicate.. Writing is a skill under written communication while talking is under speech or oral communication. Both skills aid in expressing different types of messages from one person to another. Both skills also utilize language as a medium to connect to both readers and audiences. One important difference between speaking and writing is that writing is usually more durable or permanent. When we speak, our words live for a few moments. When we write, our words may live for years or even centuries. This is why writing is usually used to provide a record of events.

Writing tends to be more complex and intricate than speech with longer sentences and many subordinate clauses. The punctuation and layout of written texts also have no spoken equivalent. However some forms of written language, such as instant messages and email, are closer to spoken language. Children learn to speak before they learn to read and write. Learning to speak appears to happen naturally within the home, whereas learning to read and write is usually associated with the beginning of formal schooling. Thus, we often assume that written language is more difficult to learn, and we perceive speech as less complex than written language. This is not the case oral language is just as linguistically complex as written language, but the complexity is of a different kind. The inevitable differences in the structures and use of speech and writing come about because they are produced in very different communicative situations. The purpose of all language is to communicate - that is, to move thoughts or information from one person to another person. Speaking and writing may vary from its complexity and situations, they are still in some ways, similar in purpose. . b. Elaborate this: Writing is a transcription of language. Language got sounds, phonics, actor and, therefore, we write it down into transcription in the form of writing. “Speech is the representation of the experiences of the mind, and writing is the representation of speech”. But it is not as simple as this would suggest. Alphabetic writing, in which, broadly, consonant and vowel sounds are indicated by letters in sequence, is the most widespread system in use today, and it is the means by which literacy is disseminated, but it is not the only system. The concept of writing is a process of representing information in a textual form using a system of signs or symbols. In English, the writing system is our 26-letter alphabet. Other languages, such as Chinese, use logograms. Simply languages can be written down through the use of writing. However, the most critical aspect of writing is that it represents language in textual form. This distinguishes writing from illustration (drawing and painting, for example, cave painting) and non-symbolic, non-text preservation of language (for example, audio recording) From the earliest known uses, the purpose of writing was to record and transmit information including financial accounts, historical and political records, and known information. Drama, stories, poetry, political and civic speeches, etc. were first acts of spoken language. Story tellers, poets, singers, actors spoke to their listeners. Eventually, however, writing was also used to record, preserve and transmit these writings for 2. Purposes of Writing Read: https://sites.newpaltz.edu/owrc/wp-content/uploads/sites/16/2014/01/Purpose-Handout.pdf

Task: Fill out this chart.

Purposes of Writing

Description *look for other descriptions and cite your sources

1.expressive writing In expressive writing, the writer's purpose or goal is to put thoughts and feelings on the page. Expressive writing is personal writing. We are often just writing for ourselves or for close friends. Usually, expressive writing is informal, not intended for outside

Examples *apart from the given examples  Diaries and journals.  Autobiographies or memoirs.  Personal writings and observations.  Personal songs and poems.  Opinion or thought pieces.

Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, Source: SUBJECT, PURPOSE, AUDIENCE, https://www.austincc.edu/ AND FORM. Retrieved October 29, dws/expressive.html 2020, from https://unmtaosenglish.files.wordpress. com/2012/11/writing-context.pdf 2. writing

Descriptive Descriptive writing portrays people, places, things, moments and theories with enough vivid detail to help the reader create a mental picture of what is being written about. By appealing to the five senses an original, unique, and creative way, the writer does not tell the audience that the flower is beautiful; it shows them the flower is beautiful. Description allows the audience to feel as though they are a part of the writer's experience of the subject.

Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.files.wordpress.com/ 2012/11/writing-context.pdf

 Travelogue  Magazines  Biography  Blogs  Feature Writing (Own Examples)

3.Explanatory Writing

4. Informative Writing

5. Entertainment Writing

Writing to explain, or expository writing, is the most common of the writing purposes. The writer's purpose is to gather facts and information, combine them with his or her own knowledge and experience, and clarify for some audience who or what something is, how it happened or should happen, and/or why something happened. Explaining the whos, whats, hows, whys, and wherefores requires that the writer analyze the subject (divide it into its important parts) and show the relationship of those parts. Thus, writing to explain relies heavily on definition, process analysis, cause/effect, analysis, and synthesis. Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.files.wordpress.com/ 2012/11/writing-context.pdf Writing to inform is one of the most common purposes for writing. Most journalistic writing fits this purpose. A journalist uncovers the facts about some incident and then reports those facts, as objectively as possible, to his or her readers. Of course, some bias or point-of-view is always present, but the purpose of informational or reportorial writing is to convey information as accurately and objectively as possible. Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.files.wordpress.com/ 2012/11/writing-context.pdf As a purpose or goal of writing, entertaining is often used with some other purpose--to explain, argue, or inform in a humorous way. Sometimes, however, entertaining others with humor is our main goal. Entertaining may take the form of a brief joke, a

 Anecdotes.  Comparisons.  Quotations.  Statistics.  Descriptive details.  Definitions.  Charts and graphs. Source: https://www.scribendi.co m/advice/expository_writ ing.en.html

Other examples of writing to inform include laboratory reports, economic reports, and business reports. Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.fil es.wordpress.com/2012/1 1/writing-context.pdf

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Novelettes or novels Joke books Comics Manga Short stories Plays

newspaper column, a television script or an Internet home page tidbit, but its goal is to relax our audience and share some story of human foibles or surprising actions.

6. Argumentative Writing

 musicals and comics. (Own Examples)

Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.files.wordpress.com/ 2012/11/writing-context.pdf Argumentative Writing attempts to convince  Research Paper with its audience to believe or act in a certain argumentative claims way. Written arguments have several key  Argumentative features: essays • A debatable claim or thesis. The issue must have some reasonable arguments on both (or several) sides. (Own examples) • A focus on one or more of the four types of claims: Claim of fact, claim of cause and effect, claim of value, and/or claim of policy (problem solving). • A fair representation of opposing arguments combined with arguments against the opposition and for the overall claim. • An argument based on evidence presented in a reasonable tone. Although appeals to character and to emotion may be used, the primary appeal should be to the reader's logic and reason

7. Persuasive Writing

Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.files.wordpress.com/ 2012/11/writing-context.pdf Although the terms argument and persuasion  Advertisements are often used interchangeably, the terms do  Editorial Page have slightly different meanings. Argument is a specific type of persuasion that follows certain ground rules. Those rules are that opposing positions will be presented

accurately and fairly, and that appeals to logic and reason will be the primary means of persuasion. Persuasive writing may, if it wishes, ignore those rules and try any strategy that might work. Advertisements are a good example of persuasive writing. They usually do not fairly represent the competing product, and they often appeal to image, to emotion, to character, or to anything except logic and the facts—unless those facts are in the product's favor.

8. Evaluative Writing

Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.files.wordpress.com/ 2012/11/writing-context.pdf Writing to evaluate a person, product, thing, or policy is a frequent purpose for writing. An evaluation is really a specific kind of argument: it argues for the merits of the subject and presents evidence to support the claim. A claim of value—the thesis in an evaluation—must be supported by criteria (the appropriate standards of judgment) and supporting evidence (the facts, statistics, examples, or testimonials). Writers often use a three-column log to set up criteria for their subject, collect relevant evidence, and reach judgments that support an overall claim of value. Writing a threecolumn log is an excellent way to organize an evaluative essay. First, think about the possible criteria, the standards of judgment (the ideal case) against which you will measure your particular subject. Writers should choose criteria which their audience will find valid, fair, and appropriate. Then, collect evidence for each of the selected criteria. Source: Copeland, M. (2016). THE WRITING CONTEXT: WRITER, SUBJECT, PURPOSE, AUDIENCE, AND FORM. Retrieved October 29, 2020, from https://unmtaosenglish.files.wordpress.com/

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Business Reports Product Reviews Movie Reviews Teacher’s evaluation Form for students

2012/11/writing-context.pdf B. Mechanics and Process of Writing 1. The Mechanics of Writing Read: https://getcodeless.com/writing-mechanics/ Task: Defend your choice: Should teachers give more emphasis on the formal mechanical and technical aspects of writing or pay more attention to individual writer’s communicative purposes? The main purpose of writing is to convey a certain message to our readers. This means that to be a writer, we must first prioritize our audience because they are the sole reason why we write. In doing so, we must follow the formal and technical guidelines in writing so that we can deliver an emphasized and clear piece. As a teacher, we should teach our students the technical and standard aspects of writing so that they would know the proper way of weaving and organizing their thoughts in a way that could connect to their readers. In the same way, this will also let the student’s own communicative way of writing to be more precised and standard base. By integrating these formal and technical aspects, it will form a habit for students to reduce errors and misspelled words when writing formal pieces. It will also build up the student’s critical thinking skills in organizing their ideas in a way that could connect to their readers, Standards may not just help the students but also for us, teachers, in assessing our student’s works. Like rubrics and criteria for writing. This will serve as a guide for students in knowing what will be their expected outputs Though, sometimes, teachers let their students do their own way of writing but it is more on assessing the student’s learning in their lessons like informal essays and etc. This is done so that the students could freely explain their own ideas in the subject matter without minding some standards. However, if the students are asked to write a formal writing that is related to the lesson given by the teacher, then it is expected for them to follow the mechanical and technical aspect, since they are assessed by those standards. Overall, teachers should take the formal aspects of writing in consideration of teaching writing. For it is necessary for students to know how to properly convey and organize their ideas in a professional way.

2. The Process of Writing Watch: Task: Do the following: a. Summarize the phases of writing by citing the salient points of the speaker. Present your answer through a graphic organizer. (Originally made through Canva App)

b. How may metacognition improve one’s writing skills? Metacognition is an essential part of writing. With a metacognitive focus, it could help us activate our prior knowledge; practice and apply new strategies for the writing and research process; reflect on strengths and challenges during major assignment; and articulate the difference between genres, disciplines, and courses. Metacognition has become increasingly listed as a method for helping students become more strategic and flexible writers who have more ownership over the writing process. “An ability to monitor their processes might also help them to become more fully aware of the skills and strategies they are learning so that they may strategically apply them,” James Pacello wrote

in his study, “Integrating Metacognition into a Developmental Reading and Writing Course to Improve Skill Transfer,” (2010 p. 124). Instruction in metacognition allows writers to understand how thinking about writing can improve one’s writing. Metacognition has become increasingly listed as a method for helping students become more strategic and flexible writers who have more ownership over the writing process. “An ability to monitor their processes might also help them to become more fully aware of the skills and strategies they are learning so that they may strategically apply them,” James Pacello wrote in his study, “Integrating Metacognition into a Developmental Reading and Writing Course to Improve Skill Transfer,” (2010 p. 124). Instruction in metacognition allows writers to understand how thinking about writing can improve one’s writing. Metacognition is defined as “an ability to monitor the quality of one’s own thoughts and the products of one’s efforts”; “it is the control processes which active learners engage in as they perform various cognitive activities” (Raphael et al, 1989, p. 346). Metacognition makes all learning deliberate because learners are conscious of their own cognitive processes, their strengths, and their needs (Flavell, 1976); they are constantly checking and counter checking their understanding. Metacognitive learners’ ability to monitor their learning allows them to acknowledge when they don’t understand something and go back over the content until they do; “metacognitive knowledge consists primarily of knowledge or beliefs about what factors or variables act and interact in what ways to affect the course and outcome of cognitive enterprises” (Flavell, 1976). It is one’s ability to monitor one’s understanding that is fundamental to metacognition. Metacognition can be successfully applied to help students with differentiated skills and abilities push themselves in personalized ways. Nist and Simpson (2000) stated that many students lack metacognitive skills and opportunities to practice them. However, they found that students can be supported to strengthen their reflection and monitoring skills. When students are trained in metacognition, they can begin to understand the effects of thinking about writing on the writing process.

C. Concerns and Strategies in Pre-writing, Drafting, Revising, Editing/Proofreading, and Publishing 1. Difficulties with Writing Read: https://www.pbs.org/wgbh/misunderstoodminds/writingdiffs.html 2. Strategies for Writing Read: http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/writing.pdf Task: What common concerns do you think teachers of “writing” nowadays encounter with their students? What strategies/remedies do you think may help solve these problems?

Writing became a significant part of a student’s life. Students are now expected to compose various forms of essays, research papers and other cr eative writing activities. The reason for this rise of writing activities lies in the importance during and after student’s education. Writing skill can be major criteria towards the better academic position and greater educational success. On the other hand, the ability to represent oneself well on paper will help him secure a job or higher educational chances after graduation. That is why teachers always do their best efforts in teaching the correct way of writing. However, there will always be some challenges and struggles in doing so. One of those challenges is the student’s Lack of Vocabulary. Vocabulary is not something a student can learn in a day or by reading the dictionary. As a teacher, one great strategy to integrate or introduce these new words is to use his vocabulary, you can always try having a conversation where you insert new words and phrases, giving them books to read or simply helping them form content by using vocabulary they learned. Second most problem is the student’s weak argumentation. Argumentation is highly important in writing because it helps emphasize the points and claims we introduce in our works. Students must learn how to argument their thoughts and ideas in order to be able to write importan...