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Q1

Gained new knowledge from the grammar course that helps to form coherence in writing.

The modules help us to explore the transition / identify the gaps from reading to writing.

Q2

What we read do influence the way we express our thoughts and ideas.

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When they listen to sounds ,

they learn to read the words and then are exposed to sentence structure.

They learn about purpose of writing.

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1. Connections with Modules 1 - 4

Building blocks for writing (e.g., syntax, sentence structures)

Listening & Speaking skills to work on writing feedback effectively

Common metalanguage (e.g., tone/pitch/PACC) and choice of words / vocabulary

Whole-Part-Whole approach

2. Connection between reading and writing

Read more - More inspiration/motivation to write and exposure to good vocabulary, modelling after good writing

Read widely - more aware of different genres and text types - can write for a greater variety of contexts/purposes

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1. All the language structures come together during writing. Writing encompasses all language skills and ties together all the skills that we have learnt over the past 4 modules. Clarity in writing and effective communication are achieved when the other language skills are adopted. Choice of books will also influence the style and quality of writing. Viewing provides students stimuli before writing.

2. Choice of books will influence the style and quality of writing. It also provides stimuli and might influentce writing style. Reading also enriches vocabulary.

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Making Connections with Our Learning From Modules 1-4

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Making Connections with Our Learning From Modules 1-4

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Question 1:

1. Preparing the students to be effective communicators so that their ideas can be understood through various forms

2. Parts to a whole, i.e., Learning the different areas of language learning to tie up to writing as a whole which encompasses these AOLLs

3. Importance of each module centred around PACC as a life skill

4. Each module is inter-related. We go back and forth and make references to all the different modules at different stages of learning.

Question 2

1. The texts which students read will help them to apply the knowledge and structure in the texts that they write.

2. Read for ideas, grammatical features and vocabulary which can be applied in the writing

3. Dialogic process - writing in response to a piece of reading

4. We think that understanding the text is equally important too (not just reading on the surface).

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In situational writing, the audience reads the letter or email.

So the writer needs to communicate.

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What they read is what they will write in future.

Various types and forms of print / media aids the purpose of writing

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Sentence structures. Vocabulary .paragraphing.

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Lower levels- sound it out. Example such as LSP as when they read, the sounds of the words will relate to how they spell and how they write.

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Number your response according to the question number.

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Number your response according to the question number.

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Making connections with your learning from Modules 1-4

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Making connections with your learning from Modules 1-4

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1. What connections can you make with your learning from Modules 1-4 to enhance your learning in this module on teaching Writing and Representing?

2. How is reading and writing connected?