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MF’s C1 course at http://www.talkingpeople.net/tp/ra/c1/ NAME (family name first): ___________________________________________________________________________ DATE (month, date, year): ________________________________ 1 Learning to Write. Workshop. Writing a Text with Paragraphs By Micaela Ford for EFL Advanced students (Spain, summer 2019) In our course, writing assignments involve some Before Writing work at two different levels. On the one hand, we need to find similar texts to the one we wish to learn to write, and then work on learning about their structure and language. On the other, we need to think about our text: brainstorm on ideas and also on language items we could use to express them, and do an outline after selecting and ordering our ideas. If we are not clear about what to say and its order, we're bound to fail in our endeavor! Let us think now of 300 word texts with a title. Consider narratives (e.g. a story) and essays (e.g. an article). Structurally speaking, the general idea is written texts need at least an introduction, a body where ideas are developed, and a closure, some type of ending, for instance a final comment (a concluding statement or prediction -- amusing or serious -- linking all that to the future), a conclusion (what the analysis amounts to or the coda in storytelling), a recapitulation or summary. Most texts also need a "title" (original, a true title, or the statement you part from, the essay question), and sometimes other headings or subheadings (e.g. proposals and reports, informative articles). When you read articles, published essays or novels, notice paragraphing. In academic essays, intros and endings tend to be shorter than the paragraphs where you develop the body, and these tend to be regular in length. But this needs not be so, of course! It's just a way of training to write. More on paragraphs. Beginnings and endings. A text has an opening sentence that is crucial for the beginning, and it generally needs a powerful closing sentence too. The title and the opening and closing lines are key moments to grab the readers' attention and make them imagine or continue thinking about the matter. They are also good for indicating what the tone is, whether serious, original, funny, imaginative, factual... Paragraphs have a topic sentence at the beginning (generally the first sentence), establishing what the paragraph will be about, and sometimes they have a transition for closure, to allow readers know what the next paragraph will be about. Transitions are also used at the beginning of the paragraph, for various reasons: • they establish the topic ("About technology nowadays"), time and place (After our time in..., In the summer of 1954, While we waited for Muriel, Reaching the summit, After having missed our flight, By late August) to give us the subject or setting (facilitating thus comprehension), • they include connectors which allow us to understand logical progression in the text (Also, Moreover, Besides, Furthermore = adding more points, However, But, In contrast, Although, Otherwise, Still, Despite = comparing, contrasting, opposing events or ideas, Logically, Consequently, Subsequently = deducing, inferring, resulting, coming after...), • they allow us to introduce varied sentence structure to avoid constant S-V opening lines. These transitions can be words/short phrases, like the adverbials and conjunctions above, or longer wording which may even include clauses (introduced by subordinating conjunctions, for instance, the "that/who/which" relative pronouns for adjectival clauses, or "when" and "where" for adverbial clauses of time and place, and so on). Check my table of clauses in the C1 Resource Pack or any textbook or course notes you have; and my language notes on Orange Is the New Black, for instance, on my Language Learning from Reading blog.

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Page 1: MF’s C1 course · 2 More tips We learn to write as we learn to notice writing, so reading is crucial for learning to write, too.You need to keep a notebook to gather interesting

MF’sC1courseathttp://www.talkingpeople.net/tp/ra/c1/

NAME(familynamefirst):___________________________________________________________________________ DATE(month,date,year):________________________________

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LearningtoWrite.Workshop.WritingaTextwithParagraphsByMicaelaFordforEFLAdvancedstudents(Spain,summer2019)Inourcourse,writingassignmentsinvolvesomeBeforeWritingworkattwodifferentlevels.Ontheonehand,weneedtofindsimilartextstotheonewewishtolearntowrite,andthenworkonlearningabouttheirstructureandlanguage.Ontheother,weneedtothinkaboutourtext:brainstormonideasandalsoonlanguageitemswecouldusetoexpressthem,anddoanoutlineafterselectingandorderingourideas.Ifwearenotclearaboutwhattosayanditsorder,we'reboundtofailinourendeavor!Letusthinknowof300wordtextswithatitle.Considernarratives(e.g.astory)andessays(e.g.anarticle).Structurallyspeaking,thegeneralideaiswrittentextsneedatleastanintroduction,abodywhereideasaredeveloped,andaclosure,sometypeofending,forinstanceafinalcomment(aconcludingstatementorprediction--amusingorserious--linkingallthattothefuture),aconclusion(whattheanalysisamountstoorthecodainstorytelling),arecapitulationorsummary.Mosttextsalsoneeda"title"(original,atruetitle,orthestatementyoupartfrom,theessayquestion),andsometimesotherheadingsorsubheadings(e.g.proposalsandreports,informativearticles).Whenyoureadarticles,publishedessaysornovels,noticeparagraphing.Inacademicessays,introsandendingstendtobeshorterthantheparagraphswhereyoudevelopthebody,andthesetendtoberegularinlength.Butthisneedsnotbeso,ofcourse!It'sjustawayoftrainingtowrite.Moreonparagraphs.Beginningsandendings.Atexthasanopeningsentencethatiscrucialforthebeginning,anditgenerallyneedsapowerfulclosingsentencetoo.Thetitleandtheopeningandclosinglinesarekeymomentstograbthereaders'attentionandmakethemimagineorcontinuethinkingaboutthematter.Theyarealsogoodforindicatingwhatthetoneis,whetherserious,original,funny,imaginative,factual...Paragraphshaveatopicsentenceatthebeginning(generallythefirstsentence),establishingwhattheparagraphwillbeabout,andsometimestheyhaveatransitionforclosure,toallowreadersknowwhatthenextparagraphwillbeabout.Transitionsarealsousedatthebeginningoftheparagraph,forvariousreasons:• theyestablishthetopic("Abouttechnologynowadays"),timeandplace(Afterourtimein...,In

thesummerof1954,WhilewewaitedforMuriel,Reachingthesummit,Afterhavingmissedourflight,BylateAugust)togiveusthesubjectorsetting(facilitatingthuscomprehension),

• theyincludeconnectorswhichallowustounderstandlogicalprogressioninthetext(Also,Moreover,Besides,Furthermore=addingmorepoints,However,But,Incontrast,Although,Otherwise,Still,Despite=comparing,contrasting,opposingeventsorideas,Logically,Consequently,Subsequently=deducing,inferring,resulting,comingafter...),

• theyallowustointroducevariedsentencestructuretoavoidconstantS-Vopeninglines.Thesetransitionscanbewords/shortphrases,liketheadverbialsandconjunctionsabove,orlongerwordingwhichmayevenincludeclauses(introducedbysubordinatingconjunctions,forinstance,the"that/who/which"relativepronounsforadjectivalclauses,or"when"and"where"foradverbialclausesoftimeandplace,andsoon).CheckmytableofclausesintheC1ResourcePackoranytextbookorcoursenotesyouhave;andmylanguagenotesonOrangeIstheNewBlack,forinstance,onmyLanguageLearningfromReadingblog.

Page 2: MF’s C1 course · 2 More tips We learn to write as we learn to notice writing, so reading is crucial for learning to write, too.You need to keep a notebook to gather interesting

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MoretipsWelearntowriteaswelearntonoticewriting,soreadingiscrucialforlearningtowrite,too.Youneedtokeepanotebooktogatherinterestinginformationthatwillhelpyouimproveyourproductiveskills(bothspeakingandwriting).Wecouldevenpublishyournotebooks,ifyoulike.• Practiceoutlinesandbrainstormingthroughoutthecourse,they'rekeytoknowingwhattosay

andknowinghowtosayit.• Avoidbeginningparagraphswithapronounwhosenounhasbeenmentionedintheprevious

paragraphandnowyouaretakingforgrantedthatthereaderknowswhatyouaretalkingabout.Don'tdothat.Don'tbeafraidofrepeatingawordifit'sforclarity.Inthissense,EnglishallowsitandSpanishdoesn'tfavorit.SorepetitionfeelsdifferentinEnglish.NoticewhenIrepeatthetopicwordandwhenIdon't,inmynotes.

• Payattentiontotitles,paragraphing,capitalizationandpunctuation.• Traininrevisingandediting(proofreading).It'saskillthatmakesourworkinglifemost

effective.Rememberweneedtocheckthetextbyreadingitaminimumofthreetimes,noticingdifferentkindsofthings.

• Asyoureadandwrite,noticevocabularyrange:keeplistsofusefulwordsandphrasesincontextforfuturereference.Modifiers(adjectives,nouns,prepositionalphrases,clauses).

• Asyoureadandwrite,noticelanguagerange:varietiesofsentencestructure,andhowS+V'scombinewithothersinconnectedclauses.

• Asyoureadandwrite,noticetoneandregister.Thebasicsarenotthathardtomaster.Keepasectioninyournotebookwithtablesonthis.Forexample:Avoid"many","big","huge","kids","guys","go"and"have"(forallkindsofverbs)insemiformalandformaltexts.

• Asyoureadandwrite,noticestandardvarietiesofEnglish:USAmerican,orBritish,andkeepasectioninyournotebooktojotthemdown.

TechnicalmattersyouneedtotraininallyearthroughHowmuchspacedoyour300wordstakeupwhenyouwritewithapen?Visualize.Andabouthowlongwouldittakeyoutowritethem,consideringtheformatoftheBefore,DuringandAfterinexams,forinstance?• Countingwordsinhandwrittenwork.Remembercountingwordsisnotaboutcountingallthe

words.Countthewordsinthreeorfourlinesinyourtext,workouttheaveragenumberofwordsperline,andthenmultiplybythenumberoflinesonthepage.

• Typewrittenwork.Forapagewith3cmmarginsanda12pointfont,agoodruleofthumbis500wordsforasinglespacedpageand250wordsforadoublespacedpage.

• Speaking,no.ofwordsandtime.DaphneGray-Grantsaysthatahumanaverageisabout125-150wordsperminute—meaning5minutesofspeakingwouldentailabout600-800words.

HowlongdoestheDuringandAftertakeyou?TheDuringisaboutwritingthepiecejustONCE,buteffectivelybecausewehaveworkedonitintheBeforeWriting.TheAfterisaboutproofreading:revising(checkingtextualmatters:structure,format,coherenceandcohesionorlogicalprogression)andediting(correctingspelling,grammar,punctuationmistakes)

EXERCISEOUTSIDECLASS.Readingexercisestolearntowrite

1. Readtoenjoywhiletryingtonoticehowwellwrittentextsare.2. Re-readandtakenoteswhenyoufindthingswe'retryingtolearnhere.3. Inclass,shareyournotesandinsight.

Page 3: MF’s C1 course · 2 More tips We learn to write as we learn to notice writing, so reading is crucial for learning to write, too.You need to keep a notebook to gather interesting

MF’sC1courseathttp://www.talkingpeople.net/tp/ra/c1/

NAME(familynamefirst):___________________________________________________________________________ DATE(month,date,year):________________________________

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EXERCISEINCLASS.Readingexercisestolearntowrite1. Studentsvolunteertoreadafirsttime,includingthequestions(weunderlinekeywordsinthem)2. Studentsreadthetextasecondtimeandunderlinethings.3. Weanswerthequestions,insmallgroupsoratplenary.Ifinsmallgroups,rememberthatlatersomeonewillhave

toreportonyourhighlightstoplenary.4. Follow-upwork:Listento"ATree,ARock,ACloud,"astorybythiswriterontheTPPodcastswithherhypothesis

aboutlovebasedonexperience.It'sgoodforpracticingreadingaloudyour-edendings!EXCERPT1:STORIES.TheHeartIsaLonelyHunter(1940novel;Penguin,1961)byCarsonMcCullers(USA.1917-1967).Excerpt:pages90-93(about1,650words)CarsonMcCullersonTP:https://www.talkingpeople.net/tp/literature/maccullers/mccullers.htmlThegirlisMickKelly,oneofthemaincharacters.Theothertwoaredeafmen.Butallthetime—nomatterwhatshewasdoing—therewasmusic.Sometimesshehummedtoherselfasshewalked,andothertimesshelistenedquietlytothesongsinsideher.Therewereallkindsofmusicinherthoughts.Somesheheardoverradios,andsomewasinhermindalreadywithouthereverhavinghearditanywhere. Inthenight-time,assoonasthekidswereinbed,shewasfree.Thatwasthemostimportanttimeofall.Alotofthingshappenedwhenshewasbyherselfanditwasdark.Rightaftersuppersheranoutofthehouseagain.Shecouldn’ttellanybodyaboutthethingsshedidatnight,andwhenherMamaaskedherquestionsshewouldanswerwithanylittletalethatsoundedreasonable.Butmostofthetimeifanybodycalledhershejustranawaylikeshehadn’theard.ThatwentforeverybodyexceptherDad.TherewassomethingaboutherDad’svoiceshecouldn’trunawayfrom.Hewasoneofthebiggest,tallestmeninthewholetown.Buthisvoicewassoquietandkindlythatpeopleweresurprisedwhenhespoke.Nomatterhowmuchofahurryshewasin,shealwayshadtostopwhenherDadcalled. ThissummersherealizedsomethingaboutherDadshehadneverknownbefore.Upuntilthenshehadneverthoughtabouthimasbeingarealseparateperson.Alotoftimeshewouldcallher.Shewouldgointhefrontroomwhereheworkedandstandbyhimacoupleofminutes—butwhenshelistenedtohimhermindwasneveronthethingshesaidtoher.ThenonenightshesuddenlyrealizedaboutherDad.Nothingunusualhappenedthatnightandshedidn’tknowwhatitwasthatmadeherunderstand.Afterwardsshefeltolderandasthoughsheknewhimasgoodasshecouldknowanyperson. ItwasanightinlateAugustandshewasinabigrush.Shehadtobeatthishousebynineo’clock,andnomaybeeither.HerDadcalledandshewentintothefrontroom.Hewassittingslumpedoverhisworkbench.Forsomereasonitneverdidseemnaturaltoseehimthere.Untilthetimeofhisaccidentlastyearhehadbeenapainterandcarpenter.Beforedaylighteverymorninghewouldleavethehouseinhisoveralls,tobegoneallday.Thenatnightsometimeshefiddledaroundwithclocksasanextrawork.Alotoftimeshehadtriedtogetajobinajewellerystorewherehecouldsitbyhimselfatadeskalldaywithacleanwhiteshirtonandatie.Nowwhenhecouldn’tcarpenteranymorehehadputasignatthefrontofthehousereading‘ClocksandWatchesRepairedCheap’.Buthedidn’tlooklikemostjewellers—theonesdowntownwerequick,darklittleJewmen.HerDadwastootallforhisworkbench,andhisbigbonesseemedjoinedtogetherinalooseway. HerDadjuststaredather.Shecouldtellhedidn’thaveanyreasonforcalling.Heonlywantedrealbadtotalktoher.Hetriedtothinkofsomewaytobegin.Hisbrowneyesweretoobigforhislong,thinface,andsincehehadlosteverysinglehairthepale,baldtopofhisheadgavehimanakedlook.Hestilllookedatherwithoutspeakingandshewasinahurry.Shehadtobeatthathousebyninesharpandtherewasnotimetowaste.HerDadsawshewasinahurryandheclearedhisthroat. ‘Igotsomethingforyou,’hesaid.‘Nothingmuch,butmaybeyoucantreatyourselfwithit.’ Hedidn’thavetogiveheranynickelordimejustbecausehewaslonesomeandwantedtotalk.Outofwhathemadeheonlykeptenoughtohavebeerabouttwiceaweek.Twobottleswereonthefloorbyhischairnow,oneemptyandonejustopened.Andwheneverhedrankbeerhelikedtotalktosomebody.HerDadfumbledwithhisbeltandshelookedaway.Thissummerhehadgottenlikeakidabouthidingthosenickelsanddimeshekeptforhimself.Sometimeshehidtheminhisshoes,andothertimesinalittle

Page 4: MF’s C1 course · 2 More tips We learn to write as we learn to notice writing, so reading is crucial for learning to write, too.You need to keep a notebook to gather interesting

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slithehadcutinhisbelt.Sheonlyhalfwaywantedtotakethedime,butwhenhehelditoutherhandwasjustnaturallyopenandready. ‘IgotsomuchworktodoIdon’tknowwheretobegin,’hesaid. Thatwasjusttheoppositetothetruth,andheknewitgoodasshedid.Heneverhadmanywatchestofix,andwhenhefinishedhewouldfoolaroundthehousedoinganylittlejobthatwasneeded.Thenatnighthesatathisbench,cleaningoldspringsandwheelsandtryingtomaketheworklastoutuntilbedtime.Eversincehebrokehishipandcouldn’tworksteadyhehadtobedoingsomethingeveryminute. ‘Ibeenthinkingalottonight,’herDadsaid.Hepouredouthisbeer&sprinkledafewgrainsofsaltonthebackofhishand.Thenhelickedupthesaltandtookaswallowoutoftheglass. Shewasinsuchahurrythatitwashardtostandstill.HerDadnoticedthis.Hetriedtosaysomething—buthehadnotcalledtotellheranythingspecial.Heonlywantedtotalkwithherforalittlewhile.Hestartedtospeakandswallowed.Theyjustlookedateachother.Thequietnessgrewoutlongerandneitherofthemcouldsayaword. ThatwaswhensherealizedaboutherDad.Itwasn’tlikeshewaslearninganewfact—shehadunderstooditallalongineverywayexceptwithherbrain.NowshejustsuddenlyknewthatsheknewaboutherDad.Hewaslonesomeandhewasanoldman.Becausenoneofthekidswenttohimforanythingandbecausehedidn’tearnmuchmoneyhefeltlikehewascutofffromthefamily.Andinhislonesomenesshewantedtobeclosetooneofhiskids—andtheywereallsobusythattheydidn’tknowit.Hefeltlikehewasn’tmuchrealusetoanybody. Sheunderstoodthiswhiletheywerelookingateachother.Itgaveheraqueerfeeling.HerDadpickedupawatchspringandcleaneditwithabrushdippedingasoline. ‘Iknowyou’reinahurry.Ijustholleredtosayhello.’ ‘No,I’mnotinanyrush,’shesaid.‘Honest.’ Thatnightshesatdowninachairbyhisbenchandtheytalkedawhile.Hetalkedaboutaccountsandexpensesandhowthingswouldhavebeenifhehadjustmanagedinadifferentway.Hedrankbeer,andoncethetearscarnetohiseyesandhesnuffledhisnoseagainsthisshirt-sleeve.Shestayedwithhimagoodwhilethatnight.Evenifshewasinanawfulhurry.Yetforsomereasonshecouldn’ttellhimaboutthethingsinhermind—aboutthehot,darknights. Thesenightsweresecret,andofthewholesummertheywerethemostimportanttime.Inthedarkshewalkedbyherselfanditwaslikeshewastheonlypersoninthetown.Almosteverystreetcametobeasplaintoherinthenight-timeasherownhomeblock.Somekidswereafraidtowalkthroughstrangeplacesinthedark,butshewasn’t.Girlswerescaredamanwouldcomeoutfromsomewhereandputhisteapotinthemliketheywasmarried.Mostgirlswerenuts.IfapersonthesizeofJoeLouisorMountainManDeanwouldjumpoutatherandwanttofightshewouldrun.Butifitwassomebodywithintwentypoundsherweightshewouldgivehimagoodsockandgorighton. Thenightswerewonderful,andshedidn’thavetimetothinkaboutsuchthingsasbeingscared.Whenevershewasinthedarkshethoughtaboutmusic.Whileshewalkedalongthestreetsshewouldsingtoherself.AndshefeltlikethewholetownlistenedwithoutknowingitwasMickKelly. Shelearnedalotaboutmusicduringthesefreenightsinthesummer-time.Whenshewalkedoutintherichpartsoftowneveryhousehadaradio.Allthewindowswereopenandshecouldhearthemusicverymarvellous.Afterawhilesheknewwhichhousestunedinfortheprogrammesshewantedtohear.Therewasonespecialhousethatgotallthegoodorchestras.Andatnightshewouldgotothishouseandsneakintothedarkyardtolisten.Therewasbeautifulshrubberyaroundthishouse,andshewouldsitunderabushnearthewindow.Andafteritwasallovershewouldstandinthedarkyardwithherhandsinherpocketsandthinkforalongtime.Thatwastherealestpartofallthesummer—herlisteningtothismusicontheradioandstudyingaboutit.Questionstogetyoustarted1. Considertopicsentencesandtransitions.What'stheirfunctionintheirparagraphandinthetext?2. Howdoesthewritermakeyoufeel?Wheredoesshetakeyou?Whatkindoflanguagehelpsher?3. Whataboutspeed&movement?Howdoesshehelpyoustopormoveon?4. CanyouunderstandMick?Doyouhavesimilarthoughts?5. Didyoufeelanytensionduringthereading?Whywouldthatbe?6. Whatquestionwouldyoumakeyourclassmatesoryourself?


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