C3: create, collaborate, communicate ...
with the Writing and Production Processes and the support of integrated technologies. Choose how you would like to express yourself, be creative and share while you follow the suggestions, prompts and links to complete your task.

  Students    

    Let's Write     Let's Produce media 

 

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Mystery thinkquest

Writingfix
lessons, ideas, and resources

open writing

 
L.A. Writing exemplars
N Writing Project: Digital Is
One Word: writing flow
U. of Victoria Writing Center

ESL writing lessons

Writing strategy guides

 
 
 

Production Links

 

Online Web2.0 course

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

Teachers :

RE: to provide creative resources for teachers to direct/guide students through tasks using the writing and production processes. Teachers may map out a path or paths through the site that will lead the students to accomplished assigned tasks. (suggestions)

There are several ways you can direct or guide your students through the possibilities of the site.

Each component of the non-linear steps in the process, for example choosing a format, has:

 an introduction to explain the purpose of that component,

a checklist to guide the student through the use and extent of that component

a series of numbered links that allows teachers to focus the student's attention on certain resources that they favour for the development and direction of their students.

By clicking on the link, you will be introduced to one way of using this type of outline and the numbered resources on the site, to map out a path for students that focuses on certain components and resources >>.

 

There are several sites for younger learners that provide models or outlines to assist students:

Beginner & Elementary Writing Exercises from http://www.esl-galaxy.com/writing.html
bulletMy Family Tree : Students describe your family tree in writing
bullet Seasons, Weather, Clothes- Communicative writing, students write about the seasons and report back

to the class.

bullet Festivals sentence scramble exercise. Students rearrange the sentences
bullet About me - Write about yourself using the descriptions given
bullet About me - ID cards making
bullet Eating out at the restaurant - Sentence scramble - Write the sentences in correct order
bullet Conjunctions gap fill exercise - using so, but, and, or
bullet Fun Holiday gap fill exercise - using verbs and adjectives
bullet Future tense writing - Sentence scrambles - Write the sentences in the correct order
bullet Using the modal SHOULD for giving advice - Look at health problems and give advice
bullet Adverbs of sequence writing practice -Describe steps in growing a flower
bullet Adverbs of sequence sentence scramble - Describe how to grow plants
bullet Going shopping - Sentence scramble exercise
bullet Going shopping gap fill exercise
bullet Hotel in space gap fill exercise
bullet Daily routines - verbs gap fill writing exercise
bullet Simple past tense writing Exercise - Sentence scramble
bullet Personality adjectives practice - Draw and make a face - Describe it
bullet Daily routines writing - What do you do every morning?
bullet Taboos poster writing exercise - Draw and make a poster - imperative practice
bullet Taboos writing exercise - make the rules according to the pictures
bullet Taboos for the classroom - draw and write rules for the classroom
bullet Whose things are these? : Students practice using possessive pronouns through writing
bulletStory Sequence: Ask students to describe an activity they do in a particular sequence or a movie as it happened
bullet Intermediate Level Matching Exercises
bullet What we do at school: Students Practice writing about the things students do at school
bullet My Timetable- Students fill out the activities you do everyday on this timetable worksheet
bullet My last Vacation : Students practice using the simple past tense by writing about their last vacation
bullet If I could Travel through time: Students Practice using the second conditional in writing
bulletWho was Napoleon: Students practice using the Active and passive voice in writing about Napoleon Bonaparte(fact sheet included)
bullet Who was Martin Luther King: Practice using the Passive in writing about the biographies of great men

Intermediate Level Matching Exercises
bullet Picture Description Writing templates
bullet Story Sequence Template- Describe a story in Sequence
bullet Story Writing template- Write a story using this format

A wide variety of other resources are also available on this site.

 


 

Videos: How to teach Writing from EHOW videos:  see list of other possibilities - includes video transcripts

From Microsoft: OneNote and the Writing Process or view and download a pdf version

Review the elements of the processes: Write   Produce 

         How do students use a writing process? (source PFEQ)

Cycle One

Cycle Two

Teacher's guides

 

 

 

 

 

Deconstructing Texts

Before engaging in the writing process, students have access to texts similar to the one they plan on writing.

They take time to deconstruct and examine the texts, and compare their similarities and differences.

They recognize patterns in the texts by focusing on specific aspects: internal features (topic/information, language, text components), and external features (purpose, audience, culture).

They make a list of criteria that summarizes the characteristics of an effective text. This list and the deconstructed texts can be used as valuable resources when writing their own text. 

Preparing to Write - Before beginning to write, students determine the purpose of writing, the target audience, the intended effect on the audience as well as the appropriate text type.

They may:

– brainstorm with others about ideas and topics

– activate prior knowledge of the language to be used and of the chosen topic

– draw upon ideas and personal memories

– construct an outline of the text

– research the topic

– use various resources

 

Preparing to Write Phase  Before beginning to write, students need to set clear communicative goals by considering the text and its internal and external features. They may do the following:

– brainstorm topics and ideas with others (e.g. What do I want to write about? What topic would interest my audience?)

– activate prior knowledge of the chosen topic (e.g. What do I already know about the topic?)

– define the purpose for writing (i.e. express, inform, direct)

– target an audience (e.g. Who is my audience? What do they already know about the topic? How can I engage their interest?)

– choose a text (e.g. Do I want to write a poem or a story?)

– select appropriate language (e.g. What kind of language will best suit my purpose and audience?)

– construct an outline of the text

– research the topic

– reflect on topic and ideas

– use various resources

Writing the Draft(s)

Students begin to write and focus on the meaning of the message. They may:

– set down ideas, opinions, thoughts, needs and feelings

– leave space to make adjustments

– refer to their outline while writing

– confer with others whenever possible

 

Writing the Draft Phase

Students begin to write and focus on the meaning of the message. They may do the following:

– set down ideas, opinions, thoughts and feelings

– leave space to make adjustments

– refer to their outline while writing

– adjust their outline as they are writing to include new ideas

– reflect on the ideas written

– confer with others

Revising

The students read what they have written to clarify the meaning of their text and improve the organization of their ideas. They may:

– rethink what has been written

– focus on how well they have conveyed meaning and ideas as well as on organization and word choice

– share their writing with classmates

– take feedback into account

– use strategies for revising

– add, substitute, delete and rearrange ideas and words

– rework their drafts

Revising Phase

Students read what they have written to clarify the meaning of their text and improve the organization of their ideas. They may do the following:

– reflect on what has been written

– focus on how well they have conveyed meaning and ideas, as well as on their organization and word choice

– assess how well their text reflects intended purpose, audience and cultural context

– share their writing with peers

– accept and integrate feedback

– add, substitute, remove and rearrange ideas and words

– rework their drafts

Editing

Students focus on technical errors including spelling, capitalization, punctuation, sentence structure and language usage.

They may:

– use paper or digital resources such as written models,

dictionaries, thesauruses, grammar references

– consult peers and the teacher

Editing Phase

Students focus on the formulation of their text by correcting errors of spelling, capitalization, punctuation, sentence structure and language usage.

They may do the following:

– use resources such as written models, dictionaries, thesauruses, grammar references

– consult peers and the teacher

– accept and integrate feedback

– use a personalized checklist to proofread for common errors

– correct errors and write a final copy

Publishing

If the students decide to publish a text, they may:

– choose a suitable format for the product (e.g. a class newspaper or Web page)

– make a polished copy

– share it with the intended audience

Publishing Phase (Optional)

If students decide to publish a text, they may do the following:

– make a polished copy

– share it with the intended audience

Production  (source PFEQ) 

    How do students use a production process?

Cycle One

Cycle Two

bullet

Preproduction Phase

Before producing a media text, students may:


– brainstorm with others to find a topic

– select a media text type to produce

– write a focus sentence such as: “We are going to create a poster that we will display near the entrances of public buildings in the neighbourhood, inviting others to help us carry out our class project to clean up the local park.” This sentence guides the group throughout the task

– activate prior knowledge of the chosen topic, language, type of media text(s) and past experiences

– research the topic using resources from various media

– clarify, reshape or confirm the meaning a media text holds for them

– create a script or storyboard (the storyboard includes elements such as determining the purpose, context and target audience; arranging the sequence of events; deciding on the content; taking the length of the production into account; using and determining roles and responsibilities within the group)

– validate the media text by doing a practice-run with a sample audience

– make adjustments according to feedback (in the production process, the term ‘editing’ refers to any adjustments made.)

 

bullet

Preproduction Phase

In the preproduction phase, students plan their media text. They may do the following:

– brainstorm with others to find and explore a topic (e.g. What do we want to talk about? What do we want to say about the topic?)

– activate prior knowledge about the topic (e.g. What do we already know about the topic? What do we need to find out?)

– research the topic

– brainstorm and select a medium to produce the media text (e.g. What medium will best suit our purpose and reach our audience?)

– activate prior knowledge about characteristics of similar texts (e.g. What do we already know about this medium? What are the characteristics of an effective media text?)

– define the purpose for producing the text (e.g. What do we want to accomplish with our text? [i.e. express, inform or direct])

– target an audience (e.g. Who is our audience and how can we best address them? [tone, level of formality, audience’s background knowledge and interests])

– write a focus sentence that guides the group throughout the task, such as: Our group is going to create a news article for the school Web site, highlighting the purpose of an upcoming fundraising event.

– determine what type of language, images and media conventions and techniques would best achieve their purpose and reach their audience

– use strategies (e.g. take notes, use semantic mapping, infer) and resources (e.g. portfolios, previous work, response journals)

– create a storyboard–a visual plan of the production that includes elements such as the action depicted through a sequence of frames; the time needed for each frame; media conventions and techniques used in each frame; the written narration and/or dialogue in each frame

– write a script, if needed, using the writing process (e.g. a script for a short film, a brief text to accompany an advertisement)

– determine roles and responsibilities within the group

– use a group log to keep traces of process and learning throughout all phases of production (e.g. note down decisions made by the group, list of materials needed, questions for the teacher)

– validate the ideas for the text with peers and teacher

– make adjustments to their plan according to feedback

 

bullet

Production Phase

In the production phase, students may:


– create the media text using resources and taking into account the elements decided upon during the preproduction stage


– include elements of the media text type such as images, symbols and narration


– use a writing process according to the task at hand
 

bullet

Production Phase

In the production phase, students produce their media text. They may do the following:

– create the media text using strategies and resources, taking into account the elements decided upon during the preproduction phase

– use media conventions and techniques such as images, symbols, signs, logos and narration

– use information and communications technologies

– validate the preliminary version of the production by presenting it to a sample audience (e.g. small group of peers, teacher)

– edit and add final touches, taking feedback from sample audience into account

 

bullet

Postproduction Phase


In the postproduction phase, students may:


– edit, add final touches and make further adjustments, taking feedback into account


– present the media text to the intended audience

 

bullet

Postproduction Phase

In the postproduction phase, students present and reflect on their media text.

They may do the following:

– present the text to the intended audience

– reflect and evaluate individually, with the teacher and the production group on the following elements:

• audience reaction and feedback

• production process

• cooperation

• language repertoire

• final version of the production

• goals for future productions

 

the Moodle 'Online Web2.0 course' for teachers!

 

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