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Writing as a process approach for teachers in the senior phase

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How students write matters just as much as what they write. The better your process, the better your product.

Writing processes in CAPS Stages of process writing Essay and transactional writing differences Essay and transactional writing as a process Benefits and challenges of writing as a process Questions

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Learners can communicate functionally and creatively Writing is significant because it allows students to consider grammar and spelling Learners are expected to write specific sorts of material on their own They will use writing process to create well-structured, grammatically correct pieces. We have essay writing and transactional writing

National Curriculum Statement (NCS)
Curriculum and Assessment
Policy Statement
CAPS
STRUCTURED. CLEAR. PRACTICAL
Senior Phase
Grades 7-9
basic education
REPUBLC OF SOUTH AFRICA

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Prewriting Decide what you will write about Planning and outlining Outline your essay to have structure Writing a first draft Write a full draft after having a clear structure Redrafting and revising Find areas of improvement Editing and proofreading Remove typing errors and check sentence structure

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ESSAY WRITING Usually divided into different categories: Personal writing Narrative writing Descriptive writing Persuasive writing Discursive writing

LENGTH OF TEXTS FOR HOME LANGUAGE (TO BE PRODUCED BY LEARNERS)
TASK
Paragraph
• Words
• Sentences
Essay
Poem
Short Story, inc folktale
Dialogue (one act play)
Longer transactional texts,
e.g. letters
Shorter texts
Summary
GRADE 7
1m -120 words
8 — 10 sentences
4-6 paragraphs
150 - words
4-6 paragraphs
2-3 verses
1 page
+1-6 paragraphs
1
120-140 words
80 M) words
50 — words for 240 word
text
GRADE 8
120 - 140 words
8 — 12 sentences
5-8
- 250 words
5-8
3-4 verses
2
9/-12 paragraphs
2
140-160 words
— 100 words
— 70 words for word
text
GRADE 9
140 — words
8 — 12 sentences
5-8 paragraphs
250 - words
5-8 paragraphs
4-8 verses
3 pages
+1-24 paragraphs
3
160-180 words
110 words
70 — 80 words for 280 word
text

A SAMPLE NARRATI VE ESSAY
HOW I LEARNT SWI MMI NG
Learning som ething new can be a scary experience. One of the hardest
things I've ever had to do was learn how to swim. I was always afraid of the
water, but I decided that swimming was an important skill that I should learn.
I also thought it would be good exercise and help me to become physically
stronger. What I didn't realize was that learning to swim would also make me a
more confident person.
New situations always make me a bit nervous, and my first swimming
lesson was no exception. After I changed into my bathing suit in the locker
room, I stood timidly by the side of the pool waiting for the teacher and other
students to show up. After a couple of minutes the teacher came over. She
smiled and introduced herself, and two more students joined us. Although they
were both older than me, they didn't seem to be embarrassed about not
knowing how to swim. I began to feel more at ease.

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Has a practical, communicative purpose, as opposed to writing that is purely creative Includes: Letters Reports Diary entries Dialogues Reviews Minutes of meetings Each one has its own format and set of rules

Friendly lÄter Sample
1234 Any Street (Your street address)
My Town. OH 45764 (City, State
July 12. 2007 (Current Date'
Dear ohn. (Notice the use ofa comma after the greeting)
I ntrtxiuctory Paragraph: use this paragraph to explain your
for writing. Try to include at least 3—4 sentences. Friendly
letters are a form of casual correspondence, so the of
and sentences per paragraph can vary greatly.
Notice the lack Of spacing paragraphs and the use Of
indentation to indicate the of a new paragraph. This is a more
traditional letter format. Also note the indentation of the heading
information (your address area) and how it aligns with the closing
information below.
You may choose to use block format (as featured in the Business
Letter Sample) if you prefer. As shown in this Friendly Letter Sample, no
Inside Address (the recipient's address) is Many friendly letters
even omit the sender's address and just use the date as a heading.
(Closing options in a friendly letter are more numerous and often
casual)
S incerely,
Your Signature
(Sign your name after the closing. Your name does need to aprar
typed æneath your signature in a friendly letter as it dæs in a business
letter.

LENGTH OF TEXTS FOR HOME LANGUAGE (TO ee PRODUCED BY LEARNERS)
TASK
Essay
Short Story, folktale
Longer
GRADE 7
100 —120 words
8 — I O Son tonCOS
1 — words
4-6 paragraphs
verses
I page
page
' 20-140 words
80 words
— words for word
text
60 —
GRADE 8
120 — 140 words
8 — 12 sentences
— 250 words
5-8 paragraphs
3-4 verses
2 pages
12 p
2
I WordS
— I OO words
70 words word
70
GRADE 9
140 — 160 words
8 — 12 sentences
250 — words
5-8 paragraphs
4-8 versos
eo words
110 words
— 80 WordS for word
toxt

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Essay and transactional writing as a process

Narrative essay: Meeting a famous person. Plan:  Whom did you meet? Add information about the person in a  mindmap  or diagram Draft: Create an essay outline (paragraphs) Who did you meet? When/where did you meet them? Your experiences?

Revise: Read over your essay Check whether theme, title and story relates Make changes to your essay Cut out and add parts Edit and proofread: Check for grammatical and spelling errors Are your sentence structured correctly? Submit: Write final draft and hand it to your teacher

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Friendly letter: Inviting your friend to your party

Planning: Whose party is it? Mindmap  all the necessary information Draft:  Create an outline of what you will write Revise: Read over your letter Make sure you are straight to the point

Edit and proofread: Check spelling, grammar, tone Is your format correct? Did you stay within your word count? Submit: Write final draft Submit to teacher

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Benefits and challenges of writing as a process approach

Benefits: Decrease stress and anxiety Increase quality Learn more

Challenges: Lack of vocabulary Weak argumentation Poor grammar Hard/unfamiliar topics

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Remember that how students write is just as important as what they write It is important to view writing as a process and not a product as the quality of your product depends on the process

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How can we as teachers get through to learners to understand the importance of writing as a process? Is enough time given to teach writing as a process? Which strategies can be used to interest learners in the teaching of writing?

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Ku.edu. (2013). The Writing Process. [online] Available at:  https://writing.ku.edu/writing-process . writingprocess.mit.edu. ( n.d. ). Whom are you writing for? | The Writing Process. [online] Available at:  http://writingprocess.mit.edu/who-are-you-writing . TODAY.com. (2017). Common Writing Challenges High-School Students Encounter and Ways to Help Them. [online] Available at:  https://community.today.com/parentingteam/post/common-writing-challenges-high-school-students-encounter-and-ways-to-help-them . ENGLISH HOME LANGUAGE Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS). ( n.d. ). [online] Available at:  https://www.education.gov.za/LinkClick.aspx?fileticket=5xCztldu-Kw%3D&tabid=573&portalid=0&mid=1569&forcedownload=true .

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 Ku.edu. (2013). The Writing Process. [online] Available at:  https://writing.ku.edu/writing-process . writingprocess.mit.edu. ( n.d. ). Whom are you writing for? | The Writing Process. [online] Available at:  http://writingprocess.mit.edu/who-are-you-writing . TODAY.com. (2017). Common Writing Challenges High-School Students Encounter and Ways to Help Them. [online] Available at:  https://community.today.com/parentingteam/post/common-writing-challenges-high-school-students-encounter-and-ways-to-help-them . ENGLISH HOME LANGUAGE Curriculum and Assessment Policy Statement Senior Phase Grades 7-9 National Curriculum Statement (NCS). ( n.d. ). [online] Available at:  https://www.education.gov.za/LinkClick.aspx?fileticket=5xCztldu-Kw%3D&tabid=573&portalid=0&mid=1569&forcedownload=true .

Writing as a process approach for teachers in the senior phase

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