LADLANA ASSIGNMENT 2.pdf - LADLANA ASSIGNMENT 2 UNIQUE...

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1 LADLANA ASSIGNMENT 2 UNIQUE NUMBER: 886869 STUDENT NUMBER: 56601433
2 Question One: 1.1. Learners begin their writing process with a rough draft. They then revise and edit the draft, as well as ask their group members to read over their draft for any additional guidance or suggestions to incorporate into their writing. Teachers also assist with feedback during the revision and editing processes so that learners are able to improve their writing skills while they are engaged in the task, instead of being made aware of their mistakes after they have submitted their formal copy. While editing, the focus is on the content included in the writing, so learners correct their errors but spend less time fixing mistakes such as punctuation and grammar. These are for the teacher to check and correct during marking. The during section of a lesson may span more than one period of teaching. Two or more periods could be dedicated to the during phase, which could even go so far as to span weeks of class time. Once the formalised copy of the writing has been completed, teachers can commence with the after section of the lesson. During the after section, the teacher will walk the learners through the process that they, as a class, used to accomplish the finished product. In doing this, learners will be made aware of the various processes which their writing underwent and the skills they acquired while working on the writing task. The teacher could then highlight the best writing pieces which were presented, either by reading them aloud to the class or by putting them on display so
3 that learners can read them themselves. This will allow learners the opportunity to compare their work with the quality of the writing presented in the better pieces. It would promote some sense of determination, as they will strive to achieve or better their level of writing through the comparison of their writing and those pieces which are displayed. 1.2. Utilising the process approach to writing is the best possible way to get learners truly interested and involved in their own writing. The following is an explanation of how I would guide my learners through the process approach when writing a formal letter. Firstly, orientation to the task, namely the formal letter, needs to be conducted. This involves emphasising the result which the students need to achieve, as well as reiterating that the purpose of the task requires learners to spend time developing their writing, and not trying to complete the task as soon as possible. When introducing the task of writing a formal letter to my class, I would specify what the purpose is- for example, to address a complaint- as well as the target group, which would be the learners themselves. This means that the piece of writing produced should be formal, and expressive of their feelings toward the topic. I would ensure that learners are well aware of the target audience and purpose they are trying to achieve before they commence with the task. I will make them aware that the style, content and use of language are determined by the target audience of the piece.

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