Lesson 6

Teacher Training Module X

Written Composition

Competency: To be able to teach students to compose letters.

Note:

There are several different skills involved in composition. These may be divided into two main area, mechanics and content/organization. Mechanics refers to spelling, punctuation, sentence structure, etc., while context/organization refers to the items presented and how they are organized. Often students become confused when the teacher attempts to concentrate on both of these areas at the same time. For example, the student composes a story or letter for an assignment. He does a very good job on the context, but the paper comes back with lots of red marks with errors in spelling and grammar.

It is best to focus on the context and organization during the composing stage and then teach the student to correct his own errors in mechanics during a separate editing stage. This module will focus on context and organization. If the teacher wishes, he may use the compositions generated in this module as a source for studying mechanics and editing skills.

Composing State:

There are three phases to teaching composition skills; modeling, grouping composition, and individual composition.

Phase 1: Modeling

Step 1: Present the students with a model of the type of composition that you want them to do.

Read the introduction and show the students a copy of the letter. Ask questions to assure that the students comprehend the background information.

Step 2: Discuss the contents and organization

Point out the different parts of the letter i.e. the addresser or the sender and receiver, the salutation, the body of the letter, and the closing and signature. Discuss the contents of the letter.

Phase 2: Group Composition

Step 1: Present a new problem that can be solved following the model.

Read the new situation #1 involving Fernanda's neighbor.

Step 2: Assist the whole class in writing a composition following the model.

The teacher should go through each part of the model letter and elicit the appropriate information for the new letter. The teacher can write this information on the chalkboard as it is discussed.

Phase 3: Individual Composition

Step 1: Present another situation and have each student write his own composition.

Read the new situation #2 and have each student compose a letter following the model.

Step 2: Have each student identify a situation of his or her own and compose a letter.

Have students invent their own situations or find an advertisement in a newspaper or magazine and write a letter ordering something.