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Watch the video, and then share with us your practice in your writing class.

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Writing Assessment: Assessing Students' Writing At All Stages of the Writing Process (Virtual Tour)

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1. Download the template to share your answers.
2. Under the Title, type your name.
3. Upload your answer.

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the way that I choose to start my writing class at the beginning of the year is usually I will ask students to think something and write in simple way. The thing should be common to them such as the favourite song this year or their hobby etc. By that studnts will write base on their own experience and perception. there should be nothing wrong in the idea. the most problems faced by students were the usage of vocabularies and sentence structure. But I will not panalise on that . Lets stdnets exchange their short writing to increase their braveness on writing. Next stage, I will ask other topic and let students respond. I will choose in random and read it loud in front of the class. lets students give their comment. The comments will boost students motivation to improve for the next task.

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Normally, before doing any writing I brainstorm some ideas on assigned topic for the session. Then, I make them to group their ideas that falls under the same category. This is to help them build their paragraphs later. In groups, students will have to come up with their short sentences related to the ideas mentioned earlier. They will share their sentences with the class. Students comment on other's group work/sentences. I will be there to facilitate and suggest some ideas where necessary.

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Before I even start to teach writing to my students, I usually ask them to write on a particular topic without my help. This is to gauge their level, their strengths and also their weaknesses. After that, I will give them a particular topic and start with scaffolds such as pictures, words or phrases, and for them to write sentences and paragraphs with the help of those scaffolds. As the become more confident, I will ask them to write longer sentences and paragraphs. I also find that students respond to peer teaching and learning, and I use that in certain situations.

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I usually do group writing and along the process, there will be checklist for them to follow

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1.Read the question.-Format -Report
2.Include all the points.Sentence construction to establish the points correctly

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Upload your pre-test SPM question here:

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During my first writing class, I would usually ask the students to write about anything they like, perhaps a memorable event/experience or a person they look up to. Usually it would be in 2 to 3 short paragraphs. It has to be done in class, in 30 minutes, not as a homework. From here I am able to gauge their proficiency and to better plan the next course of action.

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As for me on my first writing class i start with sharing an experience with their friends. Before the class started I've given them a table of sample sentences of Introduction..in the middle of their writing..and the ending/closure...(and for the weakers students I even guide them till they finish composing their essay)

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I usually start my writing with the brainstorming ideas of what they are going to write. Using the ITHink map is one way how I want them to expand their ideas from one phase to another phase. It has to be done in a group so that they can share their ideas. Then I will let them try to write the introduction/using the topic sentence. Continue with the body paragraphs and followed by closure. The only thing that I need to prepare is the differentiation task s to the students according to their level.

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I will start with brainstorming ideas and usually will come together with certain handouts to make them ready with the topic of their writing.
Regularly used of IThink map is to make them remember the point that they have to highlight as the content points of their writing. Then will continue by forming sentences and paragraphs. Based on the brainstorming activities and the feedback from the students I can see whether my students are really know what they have to write and what are the vocabulary they need in their writing.

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My first class will usually start with a simple topic to begin with. Normally,I will start with writing a recount. Before I give them the essay, I will have two lessons on the topic just to gauge their understanding and also enhance their vocabulary,phrases. Then, brainstorming activity based on the topic and explain some keywords in the question so that they will not be astray.

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My first class will usually start with a simple topic to begin with. Normally,I will start with writing a recount. Before I give them the essay, I will have two lessons on the topic just to gauge their understanding and also enhance their vocabulary,phrases. Then, brainstorming activity based on the topic and explain some keywords in the question so that they will not be astray.

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1. Underline the  format and keywords.
2. Brainstorm ideas using Bubble map.(groupwork)
3. Brainstorm ideas for HOTS question too
4. Gallerywalk

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I will allow my pupils to brainstorm ideas in groups as the saying goes 'two heads are better than one' I also separate the writing task to smaller parts so that the writing process is not stressful for the pupils.

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in my writing class would be first, to establish good rapport with my pupils because I want everybody to write, especially the Form 5 pupils. So I always start with motivating them that  they could write even though they are very weak and cannot write simple sentences.
Then, I brainstorm words and useful phrases/expressions that they could use in their writing task.
I show them how to use these words and expressions in a given template. I make them copy the template.
I praise them a lot(especially the very weak ones) if they can write simple sentences.

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I usually start my lesson traditional way. i will teach them the format for directed writing followed by some examples of essays from books. This year I continued with writing opening/ introduction sentences. The students were asked to do some exercises. Then, I gave common pattern for every paragraph for them to write the next essay.

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My teaching of writing; Form 5,average students.Sheila Devi Subramaniam

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My teaching of writing; Form 5,average students.Sheila Devi Subramaniam

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1. I normally have a discussion, counseling period with the class in January, as I share my expectations from the class for that year.
2. I walk the students through their previous exam report; marks and etr and tov included.
3. I then walk them through the SPM  English Paper (1 &2) ; allowing them time to identify their weak areas and their strength.
4. We then, agree upon a goal the students set; for example: Student A would like to improve in her Paper 2, Section D; on Literature. Student B might want to improve on Paper 1; in his Continuous Writing.
5. All these are recorded ,informally , a journal-kind-of, into their English note book.
6. Towards March, after the First Tests; students now focus ,once again in their weak areas, and this time they decide on a specific target in improvement; eg;Student A got 8/15 for the summary writing,she now sets her target to work on identifying main points in a text,in order to get all the 10 content points.

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sheila devi subramaniam
1. The skills needed to write a satisfactory response for this section; would be reading comprehension skills and  writing skills. Thus, reading and writing.
2. The reading objectives  would be reading for comprehension; identifying the main ideas and key words.
The activities would be lots of reading texts;where students read 'guided by teacher , to identify the topic sentence in each paragraphs and to identify the main points.
3. The writing objectives would be on writing complex sentences - meaning strong sentences.
4. Teaching students to revise and edit too is essential; eg: ARMS; Add-Remove-Move-Substitute or CUPS; Capitalization-Usage-Punctuation-Spelling.

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Methods.

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I normally start with the brainstorming session and then introduce the words and phrases for them to

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I usually start my writing class by exposing them with the format of essay both DW and CW. I want my students to be familiar with the format. Then I give them a questions and brainstorm on the topic. in the meantime I highlight the grammatical errors that commonly students did in their essay. 

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I usually start my writing class by exposing them with the format of essay both DW and CW. I want my students to be familiar with the format. Then I give them a questions and brainstorm on the topic. in the meantime I highlight the grammatical errors that commonly students did in their essay. 

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Puspalatha SMK Perempuan Methodist Klang

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Puspalatha SMK Perempuan Methodist Klang

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The skills and lesson plan for report writing

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My style of teaching writing to my students:

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My style of teaching writing to my students:

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For my average students, normally i will introduce them to the topic so that they have ideas of what they are going to write about. I will explain and ask students' opinion about the topic. Next, I divide them into groups for them to discuss further about the main points discussed earlier as a whole class.

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1. Will go with the purpose of writing the essay (based on the question/topic) which is very short and brief.

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The way I teach writing is
1. I will explain the question given to the pupils on introduction, content point and conclusion
2. Students will divided in groups and their will discuss the content of the essay
3. Together they will write on Mahjong papers for presentation
4.After presentation, the other pupils in the class will do error identification as class.
5.Then the teacher will comment on the presentation and motivate pupils on their writing.

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I'm using a grid table to introduce to them on how to write the topic sentences for the contents given in the questions. Even the weak students were able to uderstand and used the table to complete at least 10 simple sentences.

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I usually start my writing class with re-introduce the format of the essay for DW section followed by the discussion of the questions and the points given. Since i'm teaching the weak students, brainstorming and making mindmaps are helpful.  

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I usually start my writing class with re-introduce the format of the essay for DW section followed by the discussion of the questions and the points given. Since i'm teaching the weak students, brainstorming and making mindmaps are helpful.  

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I start with sample of DW I let them read the samples as I discuss what is the role/use of that particular format. I let them copy down the sample and label the components of each format. Them we discuss the stimulus given for the particular task. We them barinstorm to develop the stimulus points in full sentences and supporting statements. Students are them given work to complete the writing task. when they have completed we look at a few sample of their work when was done as group work. The next step is to give another set for them to work individually at home. 

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I start with sample of DW I let them read the samples as I discuss what is the role/use of that particular format. I let them copy down the sample and label the components of each format. Them we discuss the stimulus given for the particular task. We them barinstorm to develop the stimulus points in full sentences and supporting statements. Students are them given work to complete the writing task. when they have completed we look at a few sample of their work when was done as group work. The next step is to give another set for them to work individually at home. 

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When it comes to teaching writing usually I would start with a question and follow it with a graphic organizer where it contains 3 to 5 main ideas and some useful phrases or words to help my students to get their ideas on how to start their writing. Then they would work in groups or pairs to start writing. 

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When it comes to teaching writing usually I would start with a question and follow it with a graphic organizer where it contains 3 to 5 main ideas and some useful phrases or words to help my students to get their ideas on how to start their writing. Then they would work in groups or pairs to start writing. 

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Usually when comes to writing for my low proficiency students. Introduce the question and explain first what they are require to write in their essay. Then remind them the format of writing essay (intro, body and conclusion). Later brainstorm ideas using WH questions. Gather and group ideas, show how to write simple intro and provide the linkers and preposition. Let them write in pairs and guide them while writing.

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Pre trial exam 2020

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Paragraph 1
What is his name?
How old is he?
What are his hobbies?linkers-and-

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Zurina binti Ramli

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1. Introduce the format of essay.
2. Get the students familiar with the format
3. Brainstorm on the topic
4. Highlight common grammatical errors made by the students

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As my students are from average and weak classes , here are some of the techniques used;
1) Students to read the questions
2) Highlight the keywords
3) Identify the tenses used
4) Mind map the ideas with the help of WH Questions
5) Students to construct sentences with the aid of sentence frame given on the board.

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Start with a goal.
Mind map the ideas using WH Questions
Construct sentences using the sentence frame given.

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start with discussion
write the essay

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1. Teaching grammar structure, verbs, adverbs, adjectives.
2. Discuss the sample essay.
3. Provide language banks, i.e, linkers, expressions etc
4. Guide them to write , intro, bodies, conclusion

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powerpoint

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image

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In my first writing class , i would ask my pupils to introduce themselves using basic and everyday vocabulary .Than i`ll give them a template on "Let Me Introduce Myself " with options to choose from . Pupils write short responses . Using the template again pupil write a short paragraph introducing themselves with added 3 or 4 ideas about themselves . Pupil take turns to read the task in front of the class .

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I will begin a writing lesson by introducing a chosen topic, then students will brainstorm using i-Think organisers, present the points gathered and finally start writing

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Usually i begin a writing lesson by introducing the topic and giving rough ideas to students. They
will work in pair or in a group of three to brainstorm the ideas. Then, they need to organised the ideas in point form. After that, student will write a topic sentence for each point they have. Supporting details and any related examples will included too.
I will assist by giving ideas and comments to make the writing piece is better.

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It's a good idea if you have a smaller number of students to work with. With 4 classes and 20 periods a week, it can be a real challenge

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To get them to write a few sentences correctly. Their vocabulary is limited as it is a language they don't use often

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To get them to write a few sentences correctly. Their vocabulary is limited as it is a language they don't use often

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Even after explaining, they had difficulty writing. Some wrote about dreams they had at night although I explicitly told them that it is not that

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Even after explaining, they had difficulty writing. Some wrote about dreams they had at night although I explicitly told them that it is not that

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In my Writing class, I always ask my to start with a draft. I would give at least 3 parts in their writing; "Head" ( Introduction) , "body" (Contents), "Leg" (Closing/Ending). Pupils are allowed to brainstorm what they need in their writing based on the the rubric given.

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Assisting the pupils in writing by giving some vocabularies so that they have some ideas to write. In intermediate classes, pupils may look for the words from their "Vocabulary wall" in their class.

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Assisting the pupils in writing by giving some vocabularies so that they have some ideas to write. In intermediate classes, pupils may look for the words from their "Vocabulary wall" in their class.

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Other essential skills in writing are the ability to expand the notes and to identify any mistakes in their sentences (if any) This somehow allow the students to get better marks in writing.

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Other essential skills in writing are the ability to expand the notes and to identify any mistakes in their sentences (if any) This somehow allow the students to get better marks in writing.

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I will start with a topic that they are familiar with or show them a picture. Then I will brainstorm for ideas and words related to the topic. Students then construct short sentences or a paragraph in groups using the words. I’ll comment and guide them while they write.

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1) giving students a situation
2) explain the situation
3) Provide them suitable vocabulary to be add in their writing
4) divide them into groups
5)Students discuss in group
- introduction
- content
- closure
6)Gallery walk- comments

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Usually I start by explaining to the pupils the writing task given to them. Then, explain to them the vocab that they may not understand. After the pupils are cleared of what they need to do, I do brainstorming on the contents and also sentences they can write on the content with the pupils. Lastly, the pupils start writing.

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I usually start with the first paragraph of a narrative writing 'C' of the iCEPAT module that I came out with. I'm expecting of about 30 - 80 words, depending on the level of the pupils. If they want to write longer, that's fine though. Before moving to the second paragraph 'E', I will intervene with whatever mistakes and errors (MEs) that they have in the first paragraph, orally in class. The goal is to have the fifth paragraph 'T' free of MEs as much as possible, which is challenging, but also means lesser MEs as they are writing each paragraph. 5 paragraphs means 5 times of oral interventions. Usually it takes me 3 weeks to do this. That's my usual practice of narrative writing.

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1. Underline keyword/s
e.g A dream comes true
2. Do the outline
a. Intro
b.Content
c. Conclusion
3. Brainstorm WH questions  that you can use for each section
e.g Intro - what is a dream?
- why people have
dreams?
-Why is it important to have dreams?
4. Start writing
- the WH questions are just a guide. They can be cancelled/replaced etc.

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For my writing session it is important for the students to get familiar with the topic first. WH-questions technique always comes in handy to help generating the ideas among the students.

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1. Discuss the questions with my pupils.
2. Discuss the format of writing (if any).
3. Brainstorm ideas, related vocabularies and phrases.
4. Drafting.
5. Write-up with guidance (if needed).

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1. Activates pupils schemata by sharing their experiences related to the topic
2. Ask other pupils to jot down the interesting points highlighted by their peers
3. Directs pupils attention to the writing techniques
4. Write a simple paragraph
5. Peers checking

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1. Explore the question.
2. Identify the keyword.
3. Plan the writing using WH- questions.
4. Identify the tenses that can be used in writing.

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1. Discuss the questions with pupils and identify the keywords.
2. Pupils brainstorm the points.
3. Peer checking
4. Discuss the points/ideas
5. Draft and write the essay

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1. Read and understand the question. Discuss.
2. Identify and highlight the keywords.
3. Brainstorm on the ideas. ( WH-Questions/Mind Map/ Listing )
4. Discussion on words related to the topic.  Parallel writing. Word bank