Talk 4 Writing

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Talk 4 Writing




      I had learnt a new concept in writing which is Talk 4 Writing, while I am doing my practicum at school. In this Post I will Talk about this new strategy which will be very useful for teachers to apply in their writing classes.

      Talk for writing, developed by Pie Corbett and supported by Julia Strong. It is a new strategy for writing that gives the students the opportunity to imitate the language they need for a particular topic orally, before they start reading and analyzing it. This strategy can be used for students in any age. Corbett divided this strategy into 3 stages; the imitation stage, the innovation stage and the invention/independent application stage
     








     In the imitation stage the teacher starts telling the story orally and this can be supported visually by a text map for the story, or physical movements that help students recall  the story. So, in this way the children will listen to the story, say it by themselves after the teacher and enjoy the pictures of the text map before seeing the story in the written form.
This picture is an example of a story text map
 After this the student has to start reading the text in the written form. Once they have internalised the language of the text and start to think about the key ingredients that help to make it work. 









     In the innovation stage the students start to innovate their own version of the story on the pattern of the original text. The key activity in this stage is shared writing, helping the children their own and create their characters. This process enables the students to write their own version through developing their ability to generate good words and phrases and also, hopefully, develops the inner judge when they start to decide why one word or phrase is best. When the children finish their paragraphs the teacher will ask them to swap their work with a partner. this will give the student the ability to polish their work after the correction of their partner. Maybe the teacher will choose 2 successful paragraphs to be read in the front of the class.

       In the invention/independent application stage the teacher will have the chance to correct and assess the students' work and tell them what they can do and focus on. The teacher will give them again the opportunity to polish their work and the whole class will discuss about what features really worked.  At the end of this stage the students will be independent speakers and writers and their work should be published or displayed.

At the end The teacher will have a clear picture of what features to focus on in the next unit. and DONNOT forget that it is important to provide children with a purpose for their writing.


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