The actual sept 28 webinar claire writing (1)

A Word is just a bunch of letters and sounds A Sentence is just a bunch of words A Paragraph is just a bunch of sentences An Essay is just a bunch of paragraphs Teaching Writing Concep

A Word is just a bunch of letters and sounds

A Sentence is just a bunch of words

A Paragraph is just a bunch of sentences

An Essay is just a bunch of paragraphs Teaching Writing Concepts

Paragraph Writing Techniques

By the end of this webinar, you will have increased understanding

of how and why to:

1 Pass on key writing concepts so learners can plan and write paragraphs

anything from short answers in workbooks to longer paragraphs in essays

2 Teach learners to use a simple „Is-it-a-sentence‟ checklist for each sentence

3 Teach learners to use a simple „Is-it-a-paragraph‟ checklist for each paragraph

Learning Outcomes A

By the end of this webinar you will have basic understanding of how to:

4 Teach how paragraphs are constructed by showing learners that :

• there is one main idea for each paragraph (or two closely linked ideas);

• the focus of the whole paragraph is controlled via the topic sentence;

• a topic sentence is constructed with both a topic and a controlling focus;

5 Build learner confidence and skill by:

1 modelling the paragraph writing process showing thinking, revising and editing (3 ways to write a paragraph introduced)

• focussing on topic sentence construction initially and then

• providing activities for learners to explore visually how using the same

topic yet a different controlling focus generally leads to totally different paragraph content

Learning Outcomes B

Is it a sentence?

Look at the 5 sentences below

For each ask: ‘Is it a sentence?’

1 high school leavers enrol in vocational courses every year

2 Tutors teach writing skills such as note taking and paragraph writing and tutors link

writing skills to course context

3 Vocational tutors embed writing skills into their course context

4 Students enrol in vocational courses because they see them as practical options

5 Students enjoy studying and my cat had kittens yesterday

Sentences

• begin with a capital letter

• end with a full stop

• contain one main point

• can be long or short

tutors link writing skills to course context

For each paragraph below ask: ‘Is it a paragraph?’

Is it a paragraph?

1

A tutor asks students to write answers in their workbooks

She asks them to write short sentences for each question

The tutor reminds them that sentences start with a capital letter and end with a full stop

2

The Warehouse Distribution tutors know that shift workers are required to write a

short report at the end of each shift Shift work is challenging and tiring Tutors ask

their students to write such reports, and also teach them how to write those kinds of

reports The students learn to use simple report writing frames such as: „Who?

What? How? When? Why?‟

A paragraph is

• a group of sentences joined together

(not a list)

• about the same topic

• indented in many different ways

• short or long

This is a list so not a paragraph

„Shift work is challenging and tiring‟ a different topic so not a paragraph

Suggest deciding whether that topic needs its own paragraph

If so, Shift work is challenging and tiring may be topic sentence for another paragraph

3

Learning how to take good notes is worthwhile as poor notes can lead to problems later on If a learner cannot understand their own writing or has not organised their notes well, they will struggle to retain important information Taking good notes requires good listening skills, confidence to check and confirm key information with the tutor and lots of practice Good notes make it easier to study for end of year exams; learners are more likely to pass their course requirements with lower stress levels and higher grades

A paragraph is

• a group of sentences joined together

• about the same topic

• indented in many different ways

• short or long

Taking good notes requires good listening skills, confidence to check and

confirm key information with the tutor and lots of practice

Two topics in one paragraph! This is not a paragraph

Suggest taking the second topic (below) and making a new paragraph

Learning how to take good notes is worthwhile

Topic

Controlling focus

Topic

Controlling focus

4

Note taking is a valuable skill, and there are note taking strategies that we can all

use Shortened words, abbreviations and symbols can help you get the information

on to the page faster Use of mind maps, bullet points and numbered lists are ways

to organise ideas on a page Some people also like to draw pictures, create flow

charts, or use coloured pens or highlighters to illustrate main points

A paragraph is

• a group of sentences joined together

• about the same topic

• indented in many different ways

• short or long

5

Note taking style is personal to the individual Experimenting with the

different note taking strategies taught in class, and then deciding on a style that

suits will benefit learners in the long term

Are 4 and 5 paragraphs?

Yes Short or long

Yes Indented in many ways

Note taking is a valuable skill, and there are note taking strategies that we can all

use

Topic

Controlling focus (a)

Controlling focus (b)

The learning progressions set out in this book provide a framework that shows

what adult learners know and can do at successive points as they develop their

expertise in literacy learning This framework can be used as a guide to

identifying the next steps for adult learners Each progression covers a particular

aspect of learning

The progressions can be used in many different adult learning settings They

describe what is learned in the order that it is usually learned

The first little pig that went off met a Man with a bundle of straw, and said to him, "Please, Man, give

me that straw to build me a house"; which the Man did, and the little Pig built a house with it Presently came along a Wolf, and knocked at the door, and said, "Little Pig, little Pig, let me come in.“

To which the Pig answered, "No, not by the hair of

my chinny chin chin."

"Are we all here?" asked the Doctor, after he had got used to the dim light

"I suppose she escaped," grumbled the crocodile "Well, that's just like her! Sneaked off into the jungle as soon as her friends got into trouble."

Why on earth is indenting in the list???

• a group of sentences joined together

• about the same topic

• indented in many different ways

• short or long

A great time to learn about text types and different formatting required

and What on earth is indenting?

Indentation determines the distance of the paragraph from either the left or the right margin Within the margins, you can increase or decrease the indentation of a

paragraph or group of paragraphs You can also create a negative indent (also

known as an outdent), which pulls the paragraph out toward the left margin You can also create a hanging indent, in which the first line of the paragraph is not

indented, but subsequent lines are

Page margins

Indentation

paragraphs-HP010016528.aspx

http://office.microsoft.com/en-us/word-help/indent-Basic Paragraph Structures

closely linked Supporting sentence to focus a)

Supporting sentence/s

Supporting sentence to focus b)

Supporting sentence/s

Concluding sentence (optional

This resource helps tutors to teach how paragraphs are constructed by

showing learners that:

1 there is one main idea for each paragraph (or two closely linked ideas);

2 the focus of the whole paragraph is controlled via the topic sentence;

3 a topic sentence is constructed with both a topic and a controlling focus;

Topic Sentences: teaching sequence for tutors

How do we teach our learners to start writing a paragraph?

Reduce the learning burden

Is it worth spending time teaching

topic sentence structure

and practising creating topics and

clear controlling focuses? The answer is YES

So shall we try it?

Concluding sentence (optional

Choosing the easy topic „dogs‟ reduces the learning burden while they are

figuring out skills

around topic and controlling focus

Learners transfer this knowledge to their own context later

So, you ask your learners to think about ‘dogs’

Each learner calls to mind their own version of ‘dog’ Some are still thinking about the weekend

How do you bring focus?

Suggestion Play with the whole idea first

Get your learners happy and comfortable with topics and controlling focuses

Just have your learners brainstorm as many different controlling focuses for „dogs‟ as possible

A great competition!

Dogs can be loyal

Dogs come in many shapes and sizes

Dogs can be dangerous

Dogs make great guide dogs

Dogs have a highly developed sense of smell

Dogs are expensive to own

Dogs are sometimes friendly to cats

Topic

Controlling focus

Dogs are sometimes friendly to

cats This usually happens when they are pets living in the same home together However, an instinct to care for a cat or kitten that has been injured or is cold and needs help can sometimes surface There are reports of dogs keeping cats warm and safe as if they were one of their own

Then bring one of the examples to show one way of

writing a paragraph: Question / Answer

Dogs are sometimes friendly to cats

Ask a question in your mind about the controlling focus

Q: When can this happen?

Just writing the answer brings focus to a paragraph

Dogs are sometimes friendly to

cats There was a report of a dog who already had six puppies of her own and added two kittens to her family They fed from her and played with the puppies just as if they were puppies themselves

Question / Answer

Thinking of the many questions

that can be asked is a great

exercise for learners

It can be a competition where

learners are thinking of as many

questions as possible in groups

•What kinds of dogs are more

likely to look after cats?

•What kinds of dogs never look

after cats?

•What kind of dogs will always

chase a cat?

•Does the owner need to

encourage or teach a dog to care

for a cat?

•What story do I know about a

dog who has cared for a cat?

Dogs come in many shapes and sizes

There are huge Great Danes and medium-sized dogs like spaniels and some poodles The very small dogs are those such as Pekinese or

Chihuahua

Then bring another of the examples to show another way

of writing a paragraph: Examples

Dogs come in many shapes and sizes

Give three examples of this (without writing „for example‟)

This brings focus to a paragraph

Dogs have a highly developed sense

of smell Experiments have been

conducted to show that even if their toys, food or items of clothing are locked inside containers, dogs are still able to smell them and so track them down Dogs are able to sniff out drugs

at airports and track lost hikers or people on the run

Then bring another of the examples to show another way

of writing a paragraph: Proof

Dogs have a highly developed sense of smell

Evidence Ask your learners to: „Prove it!‟

Research-based citations or quotes can later be added to

proof paragraphs

This brings focus to a paragraph

Have you increased understanding of how and why to:

1 Pass on key writing concepts so learners can plan and write paragraphs

anything from short answers in workbooks to longer paragraphs in essays

2 Teach learners to use a simple „Is-it-a-sentence‟ checklist for each sentence

3 Teach learners to use a simple „Is-it-a-paragraph‟ checklist for each paragraph

Summary

Learning Outcomes A

Do you now have basic understanding of how to:

4 Teach how paragraphs are constructed by showing learners that :

• there is one main idea for each paragraph (or two closely linked ideas);

• the focus of the whole paragraph is controlled via the topic sentence;

• a topic sentence is constructed with both a topic and a controlling focus;

5 Build learner confidence and skill by:

1 modelling the paragraph writing process showing thinking, revising and editing (3 ways to write a paragraph introduced)

• focussing on topic sentence construction initially and then

• providing activities for learners to explore visually how using the same

topic yet a different controlling focus generally leads to totally different paragraph content

Summary Learning Outcomes B

A Word is just a bunch of letters and sounds

A Sentence is just a bunch of words

A Paragraph is just a bunch of sentences

An Essay is just a bunch of paragraphs

Thank you for attending this

webinar: Teaching Writing Concepts

You may need to return to the PowerPoint to review some of the ideas before trialing them with your learners Please feel free to email me with any questions or comments cashmore@waikato.ac.nz