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“Human mind is like soil.
It needs to be cultivated to
produce good products.”

Unknown
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Where is
composition
writing in
language
learning?
 WRITING:

 considered by many students with and without

disability to be their most challenging
academic task.

 among the major concerns for students with

learning and other cognitive and language
disabilities.
WRITING A
COMPOSITION
 A complex activity that includes
the mechanics of writing, including
handwriting, spelling, and the basics of
language knowledge (word morphology,
syntax, and vocabulary.
 translating these plans into a written text, including
a style of writing & word choice appropriate to the
writing task.

 remembering all of the components that need to be

included in producing the composition

 self-monitoring the process & reviewing the

content, organization & mechanics, & then editing
as needed.
 A composition may mean different things in
different circumstances. It could be:
a personal narrative
a short work of fiction or prose
an essay
a dramatic work
a poem.
 Each of these works has its own set of rules.
Written composition also includes all of the
processes related to reading comprehension
which includes a large number of:
linguistic, cognitive, strategic/self-
regulatory, and motivational processes
involved in deriving and constructing
meaning from written language. Problems
in any of these areas may contribute to
writing difficulties.
It includes :
 generating ideas to put into print
 planning what to say and how to say it
 organizing the ideas into a coherent whole
 recognizing the needs of readers & how to
meet those needs
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Students are encouraged to memorize the
abbreviations:
1. POW

P: Pick a topic to write about.

 
O: Organize possible ideas into a plan.
 
W: Write and keep planning.
2. THINK – PLAN – WRITE
 
Think: Who will read it? Why am I writing?
 
Plan: What will I say?
 
Write: Write and say more!!
STRATEGIES FOR SPECIFIC GENRES (OR TYPES)
OF WRITING:

3. For narrative (story) writing:

WWW What 2 How 2
W; Who are the main characters?
W; When does the story take place?
W; Where does the story take place?
What; What do the characters want to do?
What: What happens when they try to do it?
How: How does the story end?
How: How do the main characters feel?
 
4. Also for narrative (story) writing: SPACE
 
S: Setting: characters, place and time
P: Purpose: What starts the action? What is the
problem or issue that leads to the action?
A: Action: How does the action unfold?
C: Conclusion: How does the story end;
how is the action resolved?
E: Emotions: How do the main characters feel about
the events of the story?
 
5. For persuasive essays: TREE
For young writers:
T: Tell what you believe (State your topic
sentence)
R: Give two or more reasons (Why do I
believe this?)
E: End it (Wrap it up right)
E: Examine it (Do I have all of my parts)
 For older writers, TREE shifts to:
 
T: Tell what you believe (State your topic
sentence)
R: Give two or more reasons (Why do I
believe this?)
E: Explain the reasons
E: End it
 
6. P-O-W-E-R
 This is one of the best writing techniques .
You have done the P-plan, O-organize and W-
write components; now you will finish with E-
edit and R-revise: P- plan
O-organize
W- write
E- edit
R-revise.
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An essay can have many purposes, but the
basic structure is the same no matter
what. You may be writing an essay to
argue for a particular point of view or to
explain the steps necessary to complete a
task.
Either way, your essay will have the same
basic format.
 
If you follow a few simple steps, you
will find that the essay almost
writes itself. You will be responsible
only for supplying ideas, which are
the important part of the essay
anyway.
SIMPLE STEPS WILL GUIDE YOU THROUGH THE
ESSAY WRITING PROCESS:
 
1. Decide on your topic.
 
2. Prepare an outline or diagram of your ideas.
 
3. Write your thesis statement.
 
 4. Write the body:
 
Write the main points.
Write the subpoints.
Elaborate on the subpoints.
 5. Write the introduction.
 
6. Write the conclusion.
 
7. Add the finishing touches.
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1. Introduction
2. Body
3. Conclusion
I. Introduction
The introduction is intended to draw the reader into the
body of material to follow. It should begin with a general
statement or question, sometimes called the "thesis
statement" or "thesis question," followed by a quick
narrowing down to the main theme to be developed in the
body. Set the stage quickly, give appropriate background,
then move right into a transition sentence that will set up
the reader for the body.
II. Body (Argument)
The body of a written piece is where you elaborate,
defend, and expand the thesis introduced in the
introduction. The body should support your main
contention with supporting evidence and possible
objections. A good body presents both sides of a case, pro
and con. As you make your case, save your best argument
for last. When presenting contrary views, be sure to set
forth the strongest arguments so you can avoid being
charged with erecting a "straw man."
 THE BODY INCLUDES THREE COMPONENTS:
a. Elaboration:
Spell out the details by defining, or by clarifying and adding
relevant, pertinent information.
b. Illustration:
Paint a verbal picture that helps make or clarify your point(s). Well
illustrated pieces are easier to read and follow than abstract ones.
c. Argumentation:
Give the reasons, justifications, and rationales for the position or
view you have taken in the introduction. Draw inferences for the
reader and explain the significance or assertions or claims being
made.
 
When moving from one sub-point or argument to another,
use connecting or transitional words and phrases that enable
your reader to easily follow the flow of your thinking.
Some logical connectors that you can use:
exceptions - but, alas, however, etc.
illustrations - for instance, for example, etc.
conclusions - thus, so, therefore, consequently, etc.
comparisons - similarly, by contrast, etc.
qualifications - yet, still, etc.
additions - moreover, furthermore, etc.
III. Conclusion
Make your final appeal to the reader, a finishing,
all-encompassing statement that wraps up your
presentation in a powerful or even dramatic
fashion. Normally a single paragraph, brief and
concise, will suffice. The purpose of the
conclusion is to leave the reader with an idea or
thought that captures the essence of the body
while provoking further reflection and
consideration.
 
 
TEN QUICK TIPS TO
IMPROVE
YOUR WRITING
1. Lead with your main idea.
As a general rule, state the
main idea of a paragraph in
the first sentence--the
topic sentence. Don't keep
your readers guessing.
2. Vary the length of your
sentences.
In general, use short sentences
to emphasize ideas. Use longer
sentences to explain, define, or
illustrate ideas.
3. Put key words and ideas at
the beginning or end of a
sentence.
Don't bury a main point in the
middle of a long sentence. To
emphasize key words, place
them at the beginning or
(better yet) at the end.
4. Vary sentence types and
structures.
Vary sentence types by including
occasional questions and
commands. Vary sentence structures
by blending simple, compound, and
complex sentences.
5. Use active verbs.
Don't overwork the passive
voice or forms of the verb
"to be." Instead, use active
verbs in the active voice
6. Use specific nouns and
verbs.
To convey your message
clearly and keep your readers
engaged, use concrete and
specific words that show what
you mean.
7. Cut the clutter.
When revising your work,
eliminate unnecessary
words.
8. Read aloud when you
revise.
When revising, you may
hear problems (of tone,
emphasis, word choice, and
syntax) that you can't see.
So listen up!
9. Actively edit and proofread.
It's easy to overlook errors when
merely looking over your work.
So be on the lookout for common
trouble spots when studying your
final draft.
10. Use a dictionary.
When proofreading, don't trust
your spellchecker: it can tell
you only if a word is a word,
not if it's the right word.
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