INTRODUCTION

This book was written for teachers of students who plan to further their

education at a community college or univerity or any students who want

to improve their writing skills.  The activities in this book were used with

an  intermadiate  level class but could be adapted with very little modifi-

cation  for  use at any level.  The  activities require minimal preparation,

e. g. gathering  realia from home or pictures from magazines, and each

unit  includes  a  reproducible  instruction  sheet  for  distribution to  the

students. In addition, the units are autonomous and can be used in any

order or combination.

The appendix contains four reproducibles that should be handed out at

the beginning of the course.  Each unit consists of :

1. A  teacher's page :  For each unit, this page outlines:

- the focus  of each unit (e.g.descriptive writing, personal letters)

- the objective

- the marerials needed (e.g. realia, magazine pictures)

- the procedure : the procedure is presented in step-by-step outline form,

and each unit included convesation (group or paired) before writing as a

means of brainstorming.

2. A student handout : This  page can be copied for student use as is.

    Each page  consists  of  an  explanation of  the writing focus for the

    students, an example of good  writing  drawn from classic  literature

    or one composed for this activity, and directions clearly stating what

   the composition topic is. An effort has been made to keep the hand-

    out to one page.

3. Examples of student writing : Taken directly from our classes, these

     examples serve as modeols of what teachers can expect from their

     students.   They can also be copied and given to the students after

     their own compositions have been completed.They make enjoyable

     reading, and as the students are familiar with the topic, they can also

     be a reinforcement of the original writing assignment.

Each activity is intended to be done in one class session of approximately one hour and thirty minutes. We ask students to self-edit before handing in their papers. We read and correct each composition by using a correction guide (see the appendix). When we return the composition to the students, they use the guide to correct their errors themselves. We then check their corrections for accuracy.

  The activities included in this book are those which we and our students have enjoyed. We have found that students who love to write in their own language find that they can experience that same delight in English.At the same time, we  have had students  who "hate to write" at the beginning of

the year find their "writer's voice" and experience pleasure in the creative writing process.

[ Contents ]

Introduction vii

Activities 1

01 Journaling

02. What's your name?

03. Personification 1

04. Chocolate Chip Cookie Day

05. Cooperative Writing 1, Boo!

06. Writing to the Outside World 1

07. Writing to th Outside World 2

08. Voyages and Thanksgiveing

09. Cooperative Writing 2, The Writing Process

10. Culture Encounters

11. Snow !

12. Cooperative Writing 3, What Happens Next?

13. What's in the Package ?

14. Faces

15. The Character Sketch

16. Cooperative Writing 4, Who Are They? What Do They Do?

17. An Imaginary Trip to an Art Museum.

18. Personal Memories in Small Bags

19. Writing from the Heart

20. Queen of King For a Day

21. Cooperative Writing 5, Picture Books in the ESL Classroom

22. Folktales and Storytelling

23. My place

24. What Can We Do Today?

25. Cooperative Writing 6, New By You

26. Chilhood Memories for Publication

27. A Day for Moms

28. Take a Look at Shakespeare !

29. Cooperative Writing 7, Poetry Overview

30. Personification 2, Shoes

31. Mementos

32. My First Day of School

33. Keep Your Reader at the End of Your Pencil

Appendix

Writing Guidlines

Composition Correction

How a Composition Should Look

A Brief Guide to Punctuation

[ 아래의 내용은 본 교재의 P15 ~ P17 내용의 일부입니다. ]

Unit 6  Writing to the Outside World 1 - teacher's page

Focus : Business Letters

Objective: Students will identify the proper business letter format and

                   write a business letter.

Materials: None

Procedure:

1. On the board, writhe the words : request, apply, complain. Ask the     students what each word means.

2. Expand the words as follows :

  - request information

  - apply for a job

  - complain about a bill

  Ask the students how they can do each these things.

  Answers you want to elicit are:

  - in person

  - by phone

  - in writing

Ask the students which one is the most effective method for them. Then

ask which way is most important. The  anwer you want from them is " in

writing  because  then  you  have  a record of what action you took, and

when you took it."

3. Divide the class into groups of three,

    and tell them to discuss the following:

  * a time they wrote or received a business letter

  * what type of letter it was, i.e., what it was about

  * what they did in response to the letter

(These letters could have been written in English or in their native language.)

After 10-15 minutes, ask the groups to report on who wrote or received

a letter of requests, application, or complaint. Most students will say that

they have requested, applied, or complained in person or by phone.

Point out again that writing is another way to these things and in addition,

there is a record of the action.

4. Distribute handout #1, #2. Review the business format, pointing out:

 * senders adress / date / inside address / salutation / body /

   closing / signature

5. Distribute hand out #3. The students will choose one situation and compose a business letter following the correct format.

Student handout 1

Student handout 2