Jose Christopher Fritz
LADLANA
Assignment 2
Unique number: 679289
Due date: 30 June 2021
, QUESTION 1:
1.1
Orientation to the task: Determine the purpose, target group and style of the writing task.
Give learners several examples of writing and let them analyse the style, format, tone,
etcetera.
Planning the text: Learners should be taught how to deal with topics through brainstorming
activities, word chains, free or unstructured writing and interviews.
Writing a draft copy: Learners write a draft copy. Learners are often reluctant to do this.
They should be helped to realise that one has to revise a piece of written work several
times.
Revising and improving the draft: Let them read each other’s work. Use a checklist to assess
each other’s work. Rewrite the draft.
Reflection: Direct learners to use questions such as the following to reflect on their texts:
How did I orient myself to the writing task? Did I explore the relevant ideas before starting
to write? Did I understand the purpose and target group? Did I read through my work and
make corrections? Did I take my classmates’ and teacher’s comments into consideration?
Learners may be asked to write down their reflections: After completing their writing,
learners should reflect on the writing process.
Publication of written work: The work could be read to learners in other classes. Arrange a
show of learners’ work, hold a young authors’ day; encourage learners to submit work to
the school magazine, let them actually post their letters to the newspaper, etcetera.
1.2
Different individuals have different ways of writing and different ways of getting to the end
product. As we know the purpose of any writing process is to achieve a result, there is no
way that anyone would write something if there wasn’t a point to it.
The very first step to the writing process is the orientation phase. To orientate the learners
about the purpose and reasons why we write certain things. We write invitations, for
example, because we want people to be part of an event. We write a letter in the hopes of
getting a response. During this process the learners must first and foremost form a picture
of the target group for which he/she is writing and have in mind what the end result will be,
focusing on the goals. The target group and the goal will determine whether the writing task
is formal or informal and also the conditions with which the language group must comply.
LADLANA
Assignment 2
Unique number: 679289
Due date: 30 June 2021
, QUESTION 1:
1.1
Orientation to the task: Determine the purpose, target group and style of the writing task.
Give learners several examples of writing and let them analyse the style, format, tone,
etcetera.
Planning the text: Learners should be taught how to deal with topics through brainstorming
activities, word chains, free or unstructured writing and interviews.
Writing a draft copy: Learners write a draft copy. Learners are often reluctant to do this.
They should be helped to realise that one has to revise a piece of written work several
times.
Revising and improving the draft: Let them read each other’s work. Use a checklist to assess
each other’s work. Rewrite the draft.
Reflection: Direct learners to use questions such as the following to reflect on their texts:
How did I orient myself to the writing task? Did I explore the relevant ideas before starting
to write? Did I understand the purpose and target group? Did I read through my work and
make corrections? Did I take my classmates’ and teacher’s comments into consideration?
Learners may be asked to write down their reflections: After completing their writing,
learners should reflect on the writing process.
Publication of written work: The work could be read to learners in other classes. Arrange a
show of learners’ work, hold a young authors’ day; encourage learners to submit work to
the school magazine, let them actually post their letters to the newspaper, etcetera.
1.2
Different individuals have different ways of writing and different ways of getting to the end
product. As we know the purpose of any writing process is to achieve a result, there is no
way that anyone would write something if there wasn’t a point to it.
The very first step to the writing process is the orientation phase. To orientate the learners
about the purpose and reasons why we write certain things. We write invitations, for
example, because we want people to be part of an event. We write a letter in the hopes of
getting a response. During this process the learners must first and foremost form a picture
of the target group for which he/she is writing and have in mind what the end result will be,
focusing on the goals. The target group and the goal will determine whether the writing task
is formal or informal and also the conditions with which the language group must comply.
