TEACHING WRITING ACTIVELY TEACHING WRITING www geoffbarton co

TEACHING WRITING ACTIVELY TEACHING WRITING www. geoffbarton. co. uk

TEACHING WRITING Welcome to the Literacy Club www. geoffbarton. co. uk

TEACHING WRITING DOGS MUST BE CARRIED ON THE ESCALATOR www. geoffbarton. co. uk

TEACHING WRITING Please don't smoke and live a more healthy life www. geoffbarton. co. uk

TEACHING WRITING Sign at Suffolk hospital: Thieves operate in this area www. geoffbarton. co. uk

TEACHING WRITING ICI FIBRES www. geoffbarton. co. uk

TEACHING WRITING Churchdown parish magazine: ‘would the congregation please note that the bowl at the back of the church labelled ‘for the sick” is for monetary donations only’ www. geoffbarton. co. uk

TEACHING WRITING To be truth-full I am for the argument about wasting time and money trying to get around the world in a hot air balloon, when this time and money could be spent on working with medical difficulty or people who are homeless. Level 4 Level 7 I feel it is very important to face challenges, as without challenges, the world would be a very dull place. I feel that the earlier challenges appear in a person’s life, the better, as there will undoubtedly be challenges in the workplace or in home life, and so I feel that the people who have faced challenges earlier in life get a head start over people who have not.

TEACHING WRITING How we’ve often (not) taught writing in the past … www. geoffbarton. co. uk

TEACHING WRITING Read this opening from the novel “Bleak House” … h ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7 aijq; m. 1 xz loli 3 ji h u h asuwq wq qu iuu h u g 7 aijq; m. 1 xz loli 3 ji h u h ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7 aijq; m. 1 xz loli 3 ji h u h Now write your own opening of a novel. www. geoffbarton. co. uk

TEACHING WRITING Grammar’s not the main aim www. geoffbarton. co. uk

TEACHING WRITING So what would you do …? Year 9 Text Level Writing - plan, write and present 3. produce formal essays in standard English within a specified time, writing fluently and legibly and maintaining technical accuracy when writing at speed; www. geoffbarton. co. uk

TEACHING WRITING So what would you do …? Year 9 Sentence level Paragraphing and cohesion 6. compare and use different ways of opening, developing, linking and completing paragraphs; www. geoffbarton. co. uk

TEACHING WRITING Year 9 Writing Imagine, explore, entertain So what would you do …? 5. explore different ways of opening, structuring and ending narratives and experiment with narrative perspective, e. g. multiple narration www. geoffbarton. co. uk

TEACHING WRITING You don’t teach writing merely through: Model it • Reading aloud DEPENDENCE • Showing models Demonstrate it • Highlighting genre features Critique it • Correcting first drafts Scaffold it Practise it • Lots of bullet-points after the task INDEPENDENCE www. geoffbarton. co. uk

TEACHING WRITING Model it Including ‘bad’ models Demonstrate it Show students the process of writing Practise it Critique it Scaffold it Correct/change/improve Make it collaborative Move from small to larger sections www. geoffbarton. co. uk

TEACHING WRITING The Set-Up BUILDING SUSPENSE Write the opening of a mystery story. Set it at a funeral in a wintery churchyard. √ √ √ www. geoffbarton. co. uk

TEACHING WRITING bad Using models Before …. It was a bitterly cold day. Everyone was in black. The cars were black too. There were people standing around in a group waiting for the coffin. Crows were flying in the sky. It was really eerie.

TEACHING WRITING Using models After …. The undertaker's men were like crows, stiff and black, and the cars were black, lined up beside the path that led to the church; and we, we too were black, as we stood in our pathetic, awkward group waiting for them to lift out the coffin and shoulder it, and for the clergyman to arrange himself; and he was another black crow in his long cloak. And then the real crows rose suddenly from the trees and from the fields, whirled up like scraps of blackened paper from a bonfire, and circled, caw-cawing above our heads. Susan Hill

TEACHING WRITING GB’s Final Thoughts • See things as a writer, not just a reader • Explore texts actively - meddling, rewriting, editing • Demonstrate the writing process yourself • Relate everything to effect • Talk about grammar where it helps, not as an end in itself • Start with small units of writing … then build up • Encourage experimentation, risk-taking, creativity • Enjoy! www. geoffbarton. co. uk

TEACHING WRITING Geoff Barton Friday, September 25, 2020 All resources available at www. geoffbarton. co. uk