New Session 7 (Adapted from Old Session 7)

Session 6

Writing 1

The purpose of this session is to:  introduce participants to approaches for learning and teaching writing

Activity Time Resources Handout/Tasksheet/OHP Activity 1: 5 Participants’ 6H1 Reflection on Reflection on reflective diaries session 5 session 5 Activity 2: 15 Flipchart of writing 1T6 Literacy/numeracy Audience and purpose tasks from literacies diaries diaries Activity 3: 25 Sufficient (trainer- 6H2 Using a genre Introduction to genre supplied) adverts approach and recipes for all to see at least one of each Examples of other genres as visual aids for trainers Activity 4: 10 Flipchart from 6A2 Writing processes Activity 5: 15 Flipchart a spider 6T1 Writing a letter Writing as a complex Flipchart paper for capability groups Activity 6: 20 Flipchart of correct 6H3 A learner’s guide to Spelling strategies spelling (prepared) remembering spelling Flipchart to record strategies used Activity 7: 20 6T2 Punctuation Punctuation 6H4 Working on full stops Activity 8: 15 Grammatical terms Activity 9: 5 6T3 Homework tasks Homework tasks 6H5 Case studies 6H6 Some useful strategies Activity 10: 5 1T7 Reflective diary Reflective diaries Activity 11: 5 Evaluation Tea break 10

Total minutes 150

ITALL revised pack 2014 1/22 Education Scotland Session 6 Writing 1

 to have an understanding of the skills and processes involved in being a competent writer  to be ready to apply this knowledge when working with a learner on writing

Outcomes

Participants will be able to:  identify some of the processes involved in writing a range of texts  apply their knowledge of these processes when considering appropriate teaching and learning approaches to use when working on writing with a literacies learner

ITALL revised pack 2014 2/22 Education Scotland 6A1

Activity 1

5 minutes Reflection on session 5 6H1

For discussion  any questions from last session?  any thoughts from your reflective diary that you would like to share?  points for reflection that were suggested in session 5: (a) 5A5 – think about the issue of readability in relation to using the internet (b) 5A6 – how might the session on simplification influence the way you produce materials for use with literacies learners  any comments about this handout?  any thoughts from background reading?

Introduction to session 6

In this session we will be looking at:  how adults use writing in everyday activities  how writing is influenced by purpose and intended audience  how tutors can draw on the learner’s existing knowledge, skills and understanding to support writing needs  the concept of genre and its application to literacies learning  some strategies that can support learners to become effective writers  the complexity of literacy tasks  spelling strategies  strategies for working on punctuation and grammar

Activity 2 15 minutes Audience and purpose 1T6

The purpose of this activity is to:  consider how ideas of audience and purpose affect writing

Input  This session will concentrate largely on writing, but it is important to reflect on what you have already learnt in relation to reading.  Many literacies learners will want to work on both reading and writing.  It is important to be aware that strategies covered in the reading sessions can contribute to work on writing, and vice versa.

1) Ask the whole group to refer to entries in literacy diary which Learning points include involved writing; flipchart examples. a) How did the different purposes 1 (a) Practices depend on audience, and intended audiences for purpose, situation, genre: writing influence choices made note for self: written fast, unplanned, when you were writing these not proofread (for example, phone items? message) b) How does thinking about letter at work: drafted, more formal, purpose and audience help checked make writing more effective? email: less formal than a letter even though the audience and purpose are the same, so audience and purpose are not the only factors that influence our Input – audience, purpose writing and other factors Giving a learner opportunities to 1 (b) identify the purposes and audiences helps the writer to match the writing to for his or her own pieces of writing will the audience in terms of style, strengthen the learner’s understanding vocabulary, tone and so on of the conventions of writing. These helps to establish awareness of the conventions influence the choices we relationship between writer and reader, make about the tone, vocabulary and and of how this influences the writing other features of our writing. reminds the writer to make sure the purpose is clear to the reader keeps the writer focused on the purpose or purposes of the writing

ITALL revised pack 2014 4/22 Education Scotland Activity 2 (continued)

The choices a writer makes are influenced by a range of factors, including the:  writer’s purpose  intended audience  relationship between writer and audience  different degrees of formality employed in different contexts  writer’s awareness of the different conventions  writer’s confidence in his/her own skills and judgement

A writer’s decision on whether to follow particular conventions is likely to depend on the desired effect of the writing. For example, a writer will not normally use inappropriate language in a job application letter.

Tutors should create opportunities for learners to identify, discuss and understand the role of conventions in writing activities. This knowledge and understanding empowers the learner to make decisions on whether to adopt or reject the conventions.

ITALL revised pack 2014 5/22 Education Scotland 6A3 Activity 3 25 minutes Introduction to genre 6H2

The purposes of this activity are to:  consider ways of drawing on learners’ existing skills, knowledge and understanding in relation to writing  explore the usefulness of introducing the idea of genre in adult literacies work

5 minutes 1) Distribute a selection of adverts and recipes provided by the trainers or the participants. Learning points include 2) In the whole group, brainstorm and flipchart the different writing conventions used in: 2) a) recipes recipes b) adverts layout abbreviations, measurements imperative: slice, stir

5 minutes adverts Individually and in pairs variety in size, colour, fonts 3) puns, innuendo a) write for 3 minutes only, in a totally superlatives: best, first, mix of inappropriate writing style (that is, flouting words and pictures the usual conventions) a small part of one of the following:  Queen’s Christmas Day speech  note to a partner saying you’ll be home late  minutes of a formal meeting at your work  letter thanking a relative for a present

b) in pairs, identify some of the conventions you have not observed

NOTE FOR TRAINERS: 3 (a) and (b) do not require feedback, unless participants want to share what they have written. Participants can be asked to reflect on how they felt being asked to do this task, and how learners might feel being asked to read their writing out to a group.

Input on genre 10 minutes 4) In the last two activities (thinking about audience, purpose, context and the Learning points include conventions of different types of writing) we have been exploring the idea of genre. 4 (a) horror Genre means “a particular kind or type” and is romance a term applied to types of film and types of disaster television programmes as well as types of writing. Can you give examples of: 4 (b) a) types of films soap operas b) types of television programmes reality TV c) types of writing documentary

If we are familiar with genres we can identify 4 (c) which genre something belongs to from only novels a few words or a short piece of film. poetry newspaper articles agony columns formal letters essays minutes of meetings

5 (b) 5) Look at handout 6H2 Using a genre helps learners to read approach. between the lines, by a) Any comments? thinking about the writer’s b) We have explored this idea as a purpose strategy for working on writing. How raises readers’ awareness of might it be useful when working on the techniques adverts use reading? to persuade develops readers’ ability to get meaning from text by understanding where to look for the main points in a longer document as well as how to use the headings and layout

5 minutes In whole group 6) Is the term ‘genre’ a useful one to use with Learning points include adult literacies learners? (continued)

Whether you use the term or not, you can still 6) use an approach that encourages learners to For: develop their awareness of the conventions is used in schools nowadays and the choices we can make. Above all, ask is familiar to many adults from the learner for their preference. knowledge of types of films is a term that they will encounter if they go on to accredited qualifications Input a discussion of a learner’s  It is useful for learners and tutors to look writing in terms of being closely at examples of different kinds of appropriate for a particular writing in order to identify the conventions genre can help learners to used. These can provide frameworks within improve their writing by which learners can develop their written getting beyond the surface work. The tutor’s job includes presenting features of spelling and conventions as useful and empowering – the punctuation writer can choose to follow the conventions or not. Within each genre, individual writers Against: can still develop very different styles. may not be helpful with some  Working first on concrete examples, as we beginner writers and have just done with the recipes and adverts, readers – you can talk is a sound way to introduce learners to the about kinds of writing or idea of newspaper articles, instructions, types of writing letters, songs, notes to friends and so on, if the tutor knows the learner each belonging to a kind or genre of writing. does not usually  Learners may already have understood this, understand ideas beyond even if subconsciously, but without having the immediate and given it a technical term. Learners can begin concrete, and cannot to distinguish different genres by looking at generalise at all well, then how the writers use a range of conventions introducing a new term in the text. may not be helpful

Activity 4

10 minutes Writing processes

The purpose of this activity is to:  explore some strategies which can support learners to become effective writers

Learning points include In whole group 1) Look again1) at Examples flipchart ofof writing activities are: writing activities from 6A2. letters forms CV health and safety reports work for other courses informal messages for colleagues job cards

2) When you have a writing 2) task that is new to you, think about purpose, audience, content, “what what practices do you you want to say” employ? look at examples of similar pieces of work ask someone who has experience of writing, say, a CV consult a book or computer package for advice and templates

3) Can you think of any 3) literacy/numeracy tasks essay where you have used a CV model? formal acceptance letter small ad for paper sympathy letter keeping accounts for café

4) How did using the model 4) help you? increased confidence because an example was given of structure to follow helped compare conventions, in own/other work: tone, structure, layout, vocabulary, style

ITALL revised pack 2014 9/22 Education Scotland Activity 4 (continued) Learning points include (continued)

5) Can you think of an 5) Writing an essay, which can be broken example of a task you down into stages: have broken down into recording initial thoughts as a mind map or steps? spider diagram converting ideas into a sequential essay plan draft version (typed or handwritten) proofreading for content/detail/mistakes final typed version

6) 6) How did this help? tackling a large task in small portions was less daunting helped give a sense of control and purpose enabled a timescale to be set more frequent checking and quicker spotting of mistakes

7) 7) What might be the you need to discuss these options of using, implications for tutoring of for example, a model with the learner what we have just you can recommend these strategies if you discussed? What exactly have used them yourself might it mean, in practice, the fact that nearly all adult writers use these for working with learners? approaches can help legitimise, in the learner’s eyes, techniques s/he may not have come across much, or at least not been aware of, at school. Some learners may be quite mistrustful of new approaches initially, and especially need reassurance that useful shortcuts such as models/examples and even templates ‘aren’t cheating’ modelling one’s work on the ‘real thing’ also guarantees authentically ‘age-appropriate’ materials styles change, for example in CVs and formal letters, so textbook examples may appear old- fashioned and inappropriate

Activity 5 15 minutes Writing as a complex capability 6T1

The purposes of this activity are to:  reinforce an awareness of complexity of all literacy tasks  highlight some of the knowledge, skills and understanding required of the writer

In 3A5 of session 3, the participants looked at the complex capabilities involved in reading and numeracy tasks. By now they will also have read pp.17–20 of the LIC pack on ‘complex capabilities’.

In whole group 1) Construct a spider diagram of Learning points include the different skills, knowledge and understanding involved in Spider diagram may include: writing a letter spelling, punctuation, layout, conventions of letter writing, vocabulary, purpose of letter, handwriting, word processing, In small groups using 6T1 Writing a drafting, proofreading, keeping a letter. copy, addressing envelope. 2) Decide on the order in which you and a learner might tackle some of There is no correct answer although the stages of writing a letter purpose, content and planning would usually come before spelling and punctuation. Proofreading and photocopying or saving on a computer are likely to be at the end of the list.

3) Which are the most important if Getting the message across the learner is to be able to write effectively is usually the priority. effective letters independently? How important spelling, handwriting and so on are will 4) Record your group’s work on a depend on the audience and the flipchart. purpose of the text as well as on how important these features are In whole group to the writer. 5) Compare flipcharts.

Trainer input  The relative importance of skills, knowledge and understanding in working on any writing task may vary from learner to learner, and tutors need to use their judgement in balancing the time spent on each. All three are vital aspects of the work.  Skills gains may be slow. As we saw in session 2 on Adult learning, learner confidence is all-important, and over-correction can inhibit progress.  Responding to learners’ writing will be covered in session 8.

ITALL revised pack 2014 12/22 Education Scotland 6A6 Activity 6

20 minutes Spelling strategies 6H3

The purposes of this activity are to:  make participants aware of the pressures of a spelling test  consider different ways that individuals tackle the spelling of words that they do not write often  emphasise that no one is a perfect speller

In whole group 1) Give a quick spelling test. While you are doing this test, be aware of what strategies you are using to decide on words you are not completely sure of.  definitely  supersede  psychodynamics  diarrhoea  practise (as in ‘I practise the drums every day.’)  gauge ( as in railways, knitting needles and estimating)  accommodation  pronunciation  liaison  stationery (as in paper and envelopes)  principal ( as in ‘the principal cause of concern’)  minuscule

Trainers can substitute other words, but aim for ones that are slightly difficult for competent spellers. You could have a cooking theme: for example, broccoli, desiccated.

2) Show the correct spelling on a flipchart or OHP. Ask everyone to correct their own spelling.

ITALL revised pack 2014 13/22 Education Scotland Activity 6 (continued) Learning points include

3 (a) Some people feel under considerable 3) Ask: pressure and some don’t. Compare the a) How did participants feel reaction to an imposed test on words you about having a test? haven’t practised with the reaction to a negotiated test to check if you know words that you have chosen to learn and have b) What made it more or been practising. less daunting? 3 (b) already feeling relaxed with other c) Were there any surprises participants and marking own work in the spelling? eased pressure past experience of tests can increase or decrease stress d) Do you need to know how to spell these words 3 (c) in an everyday context? You remember words you use daily more easily than words learned or demanded in a vacuum. No one can spell every word in the English language. Fluent readers and writers all use coping strategies. Literacies tutors needn't be perfect spellers. They do, however, need to be aware of their own weaknesses, know which words to check and to notice errors, both in their own work and so that they can help their learners. It can help a learner if s/he realises other writers, including tutors, routinely check their spelling too. People vary in what they ‘need’ to spell for everyday purposes. This can depend on your job or on whether you have children hoping to use you as their dictionary. A literacies tutor doesn't encourage anyone to 'learn the lot', but equally s/he takes seriously a learner's judgement that a particular word is important for him/her to remember, however unexpected the word.

4) On the flipchart, write participants’ current strategies for spelling ‘difficult words’, and ways they Learning points include could remember or learn any (continued) they got wrong. 4) Most of these will be on handout 6H3. 5) Discuss what may be the implications for a tutor of 5) what’s been learned in this It is useful to remember from this exercise activity. how much it matters to most writers – especially those whose confidence in their 6) Refer to 6H3 and demonstrate writing may be limited – to “get their the LSCWC process on the last spellings right”, and how closely page, getting participants to do correctness and ‘saving face’ can be the same with a word they need linked. Tutors need to translate this to practice. memory, as well as all the ‘spelling strategies’ information, into work with their 7) Ask participants to read the learners which is both technically well whole handout and try out the informed and sensitive. Look – say – cover – write – Spelling common words correctly is more and check (LSCWC) strategy important than words we rarely use. If the on any words they got wrong or 100 common words are correct, the on some other words they would learner can concentrate on checking less like to learn as part of homework. common words. Aim to learn a few words thoroughly each week and practise them in relevant everyday activities. Don’t be over- ambitious. When planning work, allow time to go over words learned previously.

Activity 7 20 minutes Punctuation 6T2, 6H4

The purpose of this activity is to:  consider strategies to use with a learner working on punctuation

In two groups each with a trainer 1) Complete 6T2 individually, Learning points include deciding where the punctuation should go and noting the 1) strategies you use (that is, how reading the passage aloud (or ‘aloud in you’re deciding). your head’) and listening for pauses breaking it up into chunks of meaning looking for words and groupings of words which are often used at the 2) Feedback to group. beginning of sentence: for example, ‘the’, ‘it is’ words that often signal joins: for example, ‘and’, ‘because’ impossible word combinations: for example, ‘the most disadvantaged in society it…’

3) A group of words that: In same two groups makes complete sense 3) Agree on a definition or includes a subject and a complete verb definitions of a sentence, which starts with a capital and ends with a full you could use with a learner. stop, an exclamation mark or a question mark deals with a new topic or sub-topic

In whole group 4) Compare definitions, bearing in mind that there is no one right Learning points include answer. (continued)

4) These definitions are more usefully seen as guidelines rather than as ‘rules’.

5) Which punctuation is most 5) crucial for a beginner writer? Full stops and capital letters are the Is there an order of importance? most crucial. Using a capital ‘I’ not an ‘i’ is an easy piece of learning that improves the overall impression of a piece of writing. Research with learners suggests For longer pieces of writing, the use of that the reading aloud and listening paragraphs can be more helpful for for pauses tends to work for people both the writer and the reader in who already know where to put the making sense of a text. It can be full stop and not for people who are more important to work on than experiencing difficulty.1 commas. The order after that will depend on the learner. Generally, commas, apostrophes and question marks are 6H4 might be a useful handout part of most writers’ repertoire but to use with a learner. Participants not everyone uses colons or to read at home. semicolons.

1 Roz Ivanic in Learning about Punctuation, Hall & Robinson (eds), see Resources list.

Activity 8 15 minutes Grammatical terms

The purposes of this activity are to:  consider the use of grammatical terms with literacies learners  think about which grammatical terms it might be useful for a learner to know  encourage participants to identify and clarify any terms they are unsure about

In whole group Discuss: 1) Why might it be useful for Learning points include literacies learners to know such terms? 1) These terms can help learners with: the structure of written sentences: for example, “The girl down the road” is a group of words without a verb and so is not a sentence. use of standard English: ‘I did’ or ‘I done’ spelling: ‘practise’ or ‘practice’ to work more independently using text books and dictionaries ESOL learners particularly may find explicit teaching of grammar helpful: for example, past tenses usually end in ‘-ed’ 2) Which grammatical terms might be useful for a learner to know 2) This depends on the learner. They in order to help understand might be: noun, verb, adjective, adverb, language and rules to do with tense, sentence, full stop, comma, language? question mark, exclamation mark, speech mark, vowel, consonant, syllable, but only when the need arises and not as a comprehensive list. 3) Learners may have their own vocabulary and definitions – a 3) A noun is a thing. A proper noun is a verb is a doing word. Can you name and has a capital letter. think of other such terms and explanations that make sense for you?

4) Are there any bits of grammar or punctuation that you feel Learning points include unsure about? (continued)

4) Tutors need to be aware of their own weaknesses: for example, apostrophes. A literacy tutor needs to know how to use these correctly. If you’re not sure, look at some of the resources and find an explanation that works for you. Tutors don’t have to spell or use grammar perfectly, but the ability to spot errors in their own and learners’ work is essential.

Activity 9 5 minutes Homework tasks 6T3, 6H5, 6H6

Ask participants to:  Read 6H5 case studies, which includes instructions for task.  Read 6H6 reading strategies in preparation for session 7.  Read over materials from this session.  Try out the Look – say – cover – write – and check (LSCWC) approach to learning spelling and reflect on its usefulness.  Set themselves some homework involving grammar or punctuation.  Keep the reflective diary going.

If participants don’t have time for everything, the first two tasks are priorities for the next session.

5 minutes Reflective diaries 1T7

The purposes of this activity are to:  encourage participants to begin to reflect on their own learning experiences  see this as a valuable tool for literacies tutors

Reflection time is built into every session as a contribution to evaluation.  Emphasise the value of a reflective approach for tutors and learners in adult literacies learning.  Take some time to reflect on the session and to make your own notes, using either the sheets or booklet provided or your own method.

Encourage participants to continue the exercise through the week.

10 minutes Evaluation

The purpose of this activity is to:  underline the importance of evaluation for tutoring in adult literacies

Use the evaluation method you have agreed with the group.

ITALL revised pack 2014 22/22 Education Scotland