QuickWrites: What they are and how to use them

October 15, 2011

“Quick writes” are short, timed writing activities. They can be used with elementary, junior high, senior high or adult learners. They can be used to teach native and non-native speakers alike. They’re designed to encourage spontaneous, impromptu writing and help learners build a practice of writing more.

Here are some resources to get you started:

Creative QuickWrite ideas from the University of Alberta

QuickWrite ideas from the University of Prince Edward Island

6 Ways to Use Quick Writes

100 Quickwrites by Linda Rief (book excerpt)

1000 Ideas for writing (expert of 100 of those ideas)

________________

Share this post: QuickWrites: What they are and how to use them http://wp.me/pNAh3-UM

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Language learning: Speakers vs. Writers

November 18, 2010

Last night when I was teaching, the class was small, due to a big snow storm we’d been having over the past 24 hours. As I write this the current temperature outside is -15 C (5F) with a “real feel temperature”, as they like to call it, of -25C (-13 F). We’ve had about a foot – or 30 cm of snow in the past 48 hours, too.

Those that came to class yesterday were definitely the most dedicated, the most interested and the most committed. They were clearly divided into two groups. The speakers and the writers.

When it comes to language learning, there are those who want to learn to speak and converse. They’re not really interested in learning to write.  They’re often more confident speakers and less afraid about making mistakes. They tend to be more extroverted and relaxed in social situations. Writing seems slow and boring and for them, has little connection with learning to speak a language. They think that the time they spend writing could be better spent learning to converse.

Then there are those who love the comfort provided by learning to write. They have more time to process new concepts and try them out on paper before opening their mouths. This group are often more afraid of making mistakes when they speak. More importantly, they’re afraid of being judged for the mistakes they make. Sometimes more introverted and afraid of public humiliation, they see writing as a wise investment of their time, helping them to lay the foundation for better speaking.

Last night, I pointed out which activities would likely appeal to the listeners (listening to the CD conversations and a popular song, I’d brought), which ones would appeal to the writers, and which ones combined speaking, listening, reading and writing. I would say, “Those of you who are writers are likely going to find this next activity challenging, because it’s all based on listening.” I played a song they’d never heard before and asked them to write down any words they heard.

After I gave them each a white board marker and asked them to write on the board all the words and phrases they’d heard. The listeners went up and filled the whiteboard from top to bottom and side to side with words and phrases. They weren’t all correct, but they were pretty close.

Not one of the students who favored writing had anything to contribute to the white board. Not one word.

I told them we were going to listen to the song again and before I could go on one of the writers grumbled, “Not again! I hate that!” I smiled and said that their objective this time was to try and pick out the words and phrases on the whiteboard. We listened. Once the words were written down on the board, the writers were able to more easily identify them.

They suddenly seemed to become cognizant of themselves as learners, as they observed their own – and each other’s – http://wp.me/pNAh3-nM and capacities. Do you have writers or speakers in your classes? What do you do to challenge both types of keep and keep keep engaged? Do you consider it part ofhttp://wp.me/pNAh3-nMyour work to teach the value of writing, as well as the value of overcoming speaking fears?

_________________

Share or Tweet this article: Language Learning: Speakers vs. Writers http://wp.me/pNAh3-nM

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


“Big Universe” teaches children the love of reading and writing

June 22, 2010

When I saw this resource posted on a friends’ Facebook page, I had to share it with you. It’s a fun, creative, value-priced resource to help children learn to love reading and writing. Children create their own picture books through Big Universe, a fee-based service that also offers a free trial. There are family, classroom and school plans. The site makes it easy for children to create and publish their own books. Super resource for literacy programs, language arts programs, and home schoolers. Love it!

_____________________________

Share this post: “Big Universe” teaches children the love of reading and writing https://wp.me/pNAh3-9W

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Word Power: Writing to win in business

April 16, 2010

What and how we write can have a huge impact on our success in business. The image we create on paper is just as important as the image we create by our wardrobe, posture and handshake. Is your business writing as effective as the rest of the marketing you do?

You want everything you write to be powerful and have impact. There are several things to consider in order to achieve this.

Firstly, know your audience. Whether you are writing a cover letter or a business development proposal, the most important factor of your business writing is your reader. One good strategy is to imagine you are the reader. Ask yourself, “As a reader, what’s in this for me?”  ( . . . a  prospective new employee, a bigger bottom line, good publicity, etc.) Try to answer that question as you write.

Secondly, keep your sentences short and to the point. This will help you maintain good sentence structure and makes it easier for your reader to understand what you are saying. A good rule is to write to a grade seven or eight level. Although this may seem like you’re aiming low, remember that many readers will scan your work, not read it closely.  Author Tom Sant points out that “one of Lincoln’s greatest speeches was his Second Inaugural Address. Of its 701 words, 627 have just one or two syllables. (That’s 89.5 percent.)”  If the “short and simple strategy” worked for Abraham Lincoln, couldn’t it work for you?

Avoid jargon unless you are certain that your reader will understand every single word. It could be that English is not be the first language of everybody who reads your work. If you avoid jargon and slang, you will reach more readers. That could make the difference between winning or losing a contract.

Be yourself. If you don’t speak and act with a stuffy, intellectual tone, why would you write with one? What is your personality and how can you incorporate it into your business writing? I know one person who signs her e-mail with, “Smiles, (her name)” instead of the traditional “Sincerely, (name).” It works for her precisely because she lights up a room with her vibrant smile. She’s always smiling — it’s her signature and it works for her. If you’re not sure how to do this in your writing, read your work out loud. Does it flow with a natural rhythm? Does it sound like you? You can also ask yourself, “How would I say this if I were sitting right in front of the person reading it?” Then, write it that way.

Finally, take the time to check over your document. Most word processors have spelling and grammar checkers. While they may not be perfect, they can help to catch typos and other common mistakes. By taking the time to do this consistently, you become your own quality assurance manager when it comes to the image you are projecting with your business writing. This is a crucial step that many people overlook.

It’s important to check the final version of the document. It has happened to most of us that we spell check something, make revisions and send it out without a final spelling check. Then — oops! –somehow that silly mistake jumps off the page after it’s too late to change it. Once I had to throw out 500 brochures because they came back from the printer with a spelling error. Talk about a costly lesson!

There may be times when it works to your advantage to hire a professional writer or editor. Even as a person with two university degrees in languages who writes and edits professionally, I often ask others to proofread my work before I send it out. I do this especially with marketing materials, as I know that others will judge my competency by the image I project in my marketing materials. I have learned a lot from doing this.

Writing is like any other skill:  it can be learned. If you already know how, chances are, there’s room for improvement. Ask yourself, “How can I make my writing the best it can be?”  That’s what professional writers do on a daily basis. That’s what entrepreneurs and other business people can do to polish their image, enhance their credibility, win customers and increase sales. It’s about presenting the best of yourself – both on and off the page.

______________

Share this post: Word Power: Writing to win in business http://wp.me/pNAh3-2B

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.