Min, H. T. (accepted). Parental discourse strategies and a Mandarin- English-speaking child’s code-mixing.
Chou, S.-W., Min, H. T., Chang, Y.-C., Lin, C.-T. (in press). Understanding continuance intention of knowledge creation using extended expectation-confirmation theory: An empirical study of Taiwan and China online communities. Behaviour & Information Technology First published on: 11 November 2009 (iFirst) (SSCI).
minhuitz@mail.ncku.edu.tw
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Language structures
Text functions
Composing processes
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An Example of Controlled Writing
1)unscramble words E.g., meet/at/we/my house/could
2)substitute pronouns (change “he” into “I” ) E.g., Yesterday was Bill’s birthday. His mom and
dad threw him a birthday party. Many of his friends were at the party. They played games, sang songs, blew candles and ate the birthday cake. Bill got a lot of gifts. He had a great time.
3)fill-in exercise
Good luck with your test tomorrow.
Amy
Description
Narrative
Block Chain
Introduction Introduction
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Selection of topic Prewriting: brainstorming Composing Revising Response (peer and teacher response) Proofreading and editing Evaluation Publishing
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Usually used in conjunction with subject-area writing (Writing across the Curriculum)
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Dear Alex, September 30
Thanks for your card. Sorry I haven’t written sooner. I’ve spent all my free time wandering around Tokyo and learning about Japanese customs. It is very interesting here because everything is so different.
You asked me to write about some of the things I’ve noticed that are new to me. The most striking thing is the huge crowds. There are many, many people everywhere, but everyone is very orderly and polite. People at home would not be so orderly in such crowds.
Another new thing for me is the way restaurants display food in restaurant windows. They arrange it beautifully on lacquer trays in simple, clean designs. The Japanese seem to value the appearance of food more than the taste. In my opinion, the sushi here is more delicious than at home. (But the wasabi was so strong I couldn’t eat it!)
There are a few problems that I’ve had since I arrived. Everything is written in Japanese, and even though your mother taught me a few Japanese characters before I left, I can’t read a thing. Since I can’t read signs, it is difficult to travel around. Most people are friendly, but they can’t help me much because they don’t speak English. Another problem is the Japanese public restrooms. Nobody warned me that the toilets are not like our Western ones-That has been very hard to adjust to!
Well, that’s about all for now. I hope I’ll understand more Japanese when I write you next time. I think things will get easier when I start teaching. Please give my regards to your family. Write back soon.
Take care
Focus on genre
Definition of genre: socially recognized ways of using language for particular purposes
Emphasizes social purpose of writing
Good luck with your interview.
Once upon a time, there was …..
Dear Amy…
Existential, Existential, RelationalRelational
Mostly Mostly pastpast
Action, sayingAction, saying Direct Direct speech: speech: variesvaries
EndEnd Closing even Closing even and/or feelingsand/or feelings
Sensing Sensing OccasionalOccasional-- lyly presentpresent
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Saturday
I went ice-skating with Simon. I hadn’t been ice- skating before but I was quite good at it. It’s a great ice rink; they were playing great music. We met some of my friends at the rink and Simon really liked them. Simon and I had a nice chat after the ice-skating. I hope we’ll go again next week.
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A communicative writing activity is
-authentic
-purposeful
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Controlled Writing
1) How to make “unscramble words” a communicative writing activity? E.g., five times/new words/writing/is/today’s homework
2) How to turn the following writing exercise into a communicative writing activity?
E.g., Yesterday was Bill’s birthday. His mom and dad threw him a birthday party. Many of his friends were at the party. They played games, sang songs, blew candles and ate the birthday cake. Bill got a lot of gifts. He had a great time.
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Controlled Writing (Cont.)
3) How can you turn the following controlled exercises into a contextualized one which is purposeful and meaningful to your students?
I like_________. I don’t like________. I hate ________. I enjoy________.
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Controlled Writing (Cont.)
4)dictation -Dictate “This story took place in ….” (place) -Dictate “It was a …. day” (weather) -”On one side there was …”(name, a famous person) -”Nearby was… “(name, another famous person) -”He said to her, ‘…’ ” -”She replied to him, ‘…’ ” -”The consequence was … .”
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Short, Thin (two adjectives)
I like her a lot. (a sentence showing feelings)
My English teacher (a synonym for the topic)
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(talking about the subject, compose word stars, vocabulary charts, topic vocabulary, dialogues)
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Brainstorming
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(controlling idea) guy.
desensitizes viewers (controlling ideas).
Topic sentence expressing statements
Paragraph and Topic Sentence
Paragraphs have main ideas and details. A paragraph is a group of detail sentences that tell about one main idea, which is usually stated in the form of a topic sentence. The topic sentence usually occurs at the very beginning of a paragraph.
Topic Sentence = Topic + Controlling Idea (s)
“ You asked me to write about some of the things I’ve noticed that are new to me. The most striking thing is the huge crowds. There are many, many people everywhere, but everyone is very orderly and polite. People at home would not be so orderly in such crowds.”
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