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Computer-based technologies can motivate and ease the way for many writers. Word
processing programs enable students to make revisions to drafts easily and make layout tasks more manageable. All students need to develop confidence, accuracy and speed in keyboard skills.
Students also need to be taught to conceptualize and write in different forms, such as hypertext links, which require a non-linear form. Students using the Internet need to understand that anyone
can publish on the Internet and that there are no quality control or selection procedures, unlike a library, for example, where the selection of resources is undertaken by trained staff. Students also
need to be taught about ownership of information and copyright concepts to support them when using the Internet
b Spelling
Students should be e nc o ura ge d to use c orrect spelling automatically in first drafts. Students therefore need explicit teaching about the four forms of spelling knowledge:
phonological knowledge, which focuses on how sounds correspond to letters visual knowledge, which focuses on how words look
morphemic knowledge, which focuses on the meaning of words and how spelling changes when the words take on different grammatical forms
etymological knowledge, which focuses on the origins of words and their meanings.
c Punctuation
Students should also be encouraged to use correct punctuation automatically in first drafts. They therefore need explicit teaching about punctuation conventions and how punctuation affects meaning and supports the
reader. Some punctuation marks are more frequently used and relatively simple to apply. Sentence punctuation is used in most forms of writing and is generally the first to be taught. It is expected that other forms of
simple punctuation will also be taught in the earlier years of primary school. Simple punctuation includes capital letters, full stops, question marks, the correct use of capitals for proper nouns, the use of commas to
separate words in a list, and apostrophes of contraction. Complex punctuation includes speech marks, semi-colons, colons, hyphens, commas separating clauses and phrases and apostrophes of possession.
2. The Extended Writing Project EWP
Based on the Research Report of SQA 2009: 9 states that the EWP is extremely useful to the write as a means of clarifying and communicating our thinking, and to those who read it as means of assessing and responding to the
relevance and validity of what the writers have written. So, there are several aims that we can reach through implementing of EWP.
Walker and Riu 2008 explain that the EWP has three main aims: 1 To resolve the incoherence between a process approach to the teaching, and through conventional method;
2 To create a mechanism which will allow us to assess the process as well as the product of the learners‘ writing;
and 3
To facilitate our students‘ independence by improving their awareness both of their writing techniques, and of their standard of their language:
a. There are some various of extended writing, namely;
Walker and Riu 2008: 17 that there are eight types of the EWP:
1 Project
Extended writing is when the students are given a set amount of time to produce a piece of writing independently.
Extended writing is sometimes referred to as the big writing which that process are choosing topic,
drafting, editing and revising.
2 Essay
An essay writing in history provides learners with an opportunity to explore a particular issue or theme in more depth. It should simply not be a list of facts, nor should it be a description of your opinions; but a clear line of
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argument substantiated by accurate and well explained factual evidence gathered from the sources provided and your own knowledge.
3 Paragraph
An extended paragraph is just a long paragraph. It is usually a more formal kind of paragraph than the ones you normally write - you will need to have a strong topic sentence, supporting facts, and a concluding sentence for this
type of paragraph.
4 Articles specialist journalnewspapermagazines
A journal article is essentially the same as an essay as it is written for a specialist reader. Newspaper and magazine articles are written for the general non-specialist reader. One therefore cannot assume any prior
knowledge. The opening paragraph is very important as the reader needs to be hooked into the article.
5 Editorials opinion piece
Although these are written for the general reader, they are usually based on some highly topical issue. The readers are therefore likely to be fairly well-informed on the topic, making it unnecessary to give basic factual
information. To a large extent they resemble an essay in both form and function. However, they do provide the opportunity for learners to explore historical events from different perspectives.
6 Memos and reports
On the recommendations of the writers. Reports usually have a much wider audience, which might include the public in general. The key features of a memo: Use a clear subject line, state the purpose in the first paragraph,
summarize any potential objections, keep the paragraphs short, use subheads between paragraph groups, use bulleted and numbered lists and request action.
7 Political Oratory — Speeches
Another opportunity for learners to write from a particular perspective, great speeches have a sense of occasion, the language and images must be powerful and accessible to a mass audience. Speeches often use repetition as an
important way of hammering home an idea.
8 Diaries and Personal Letters
The tone is highly personal; the language is almost always informal, diaries in particular may well be written in a telegraph form in other words full sentences are seldom used; opinions are likely to be expressed very openly and
honestly as these documents are not intended for public scrutiny. In this way they can be very valuable to a historian, from the learners point of view; important skills they can demonstrate are empathy and a sense of period
historical imagination.
TEACHING WRITING USING EXTENDED WRITING PROJECT
There were some steps in teaching writing using EWP: 17. a. Giving motivation and apperceptions to the students before begin the material.
18. b. The researcher explained the material and gave examples about writing and EWP 19. c. The researcher asked the students to write the narrative text using EWP.
20. d. The researcher Instructed to write a good paragraph of narrative text. 21. e. The researcher asked to the students to make a list of term which has relation to the topic to develop it
based on the topic. 22. f. The students explore the topics and ideas they find meaningful prewriting.
23. g. The researcher asked to the students to compose a first draft drafting 24. h. The researcher asked to the students to extend and rework selected writing revising
25. i. The researcher asked to the students to edit and proofread their work editing
Strength and Weakness in using EWP
1 Strength of EWP
26. a Extended writing helps the learner to progressively develop skills in research, analyzing different forms of source material, using different kinds of evidence, and writing strong critical and clear arguments.
27. b Through EWP helps the students find the Help the students to work independently. 28. c EWP could make the students find the information by their self
29. d EWP takes personal responsibility for students writing 30. e EWP makes sure the students can explain their ideas to other.
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2 Weakness of EWP
31. a The relative freedom of choice afforded to candidates may result in such a range of responses that it is
difficult for assessment guidelines to cover all possibilities.
32. b Opportunities to demonstrate higher order cognitive skills may be constrained if candidates don‘t have
appropriate levels of communicative competence. 33. c The assessment of essays and other forms of extended writing is notoriously unreliable
— consistency of individual markers is an issue, as is standardization of the assessments of groups of markers
EVALUATING WRITING
Students should be assessed on their knowledge and understanding about writing, their skill in composing a range of texts, their understanding about and use of the processes of writing and their skills in presenting texts
for publication. Samples of students‘ writing, carefully selected over time, provide evidence of progress. For this
evidence to be useful in teaching, students ‘ writing should be assessed against specific criteria. These criteria
must be shared with students when assessment tasks are set. Teachers need to make sure that students are clear about what is required of the set task, how achievement of it will be assessed and how this links to
the achievement of syllabus outcomes John, 1999. a.
Assessing composition of texts:
Criteria for assessing writing need to cover the whole text, and the sentence-level and word-level aspects of a text. Students who demonstrate control of these features produce more effective texts.
Text-level criteria apply to features of the text as a whole or features across the text. The purpose or theme of the text, the tense used, the text structure, the types of sentences and the cohesive elements,
such as conjunctions and pronoun reference, are examples of aspects that can be considered across a text.
Sentence-level criteria cover adequate construction of clauses, subject and verb agreement, use of articles, prepositions and punctuation.
Word-level criteria focus assessment on spelling and subject-specific vocabulary. When teachers are selecting criteria for assessing writing, it is important to remember that some assessments will
consider all levels but at times, where the learning focus has been more specific, the assessment might be more focused.
b. Assessing for processes and presentation texts
