Продолжение поста выше.

·       Loop writing. Here the students are given a broad or narrow theme for free writing. After that they summarise their written text in a single sentence. This ‘pruning’ process provides a means of grasping the essentials of the author’s ideas. To begin the second loop, the students are asked to ‘freewrite again, this time focusing on the summary sentence as the departure point’ (Ferris and Hedgcock, 2013)

 ·       Write and expand. You can give your students any topic for an essay and ask them to write down their thoughts first in 10 words, then expand to 30 words, and more if you wish.

 Outside of the classroom

·       Copying. It can be anything that attracts your attention while you are reading a book or an article. Vocabulary that strikes you as particularly interesting. For example, I always write down lexical ways to express in English people’s movements and body postures. Thus, I recently encountered the following examples in a novel: ‘She nudged her glasses up into her hair’. Another example: ‘He folded his hands behind his back’. Every time I see such verbs and collocations in a text I jot them down.

·       Blog posts and stories on Instagram, short tweets on Twitter. If your students have accounts on social media, prompt them to post something in English now and then. Let’s say one or two stories or tweets in English per week.

·       Comments under posts in English. If your students follow some bloggers who write in English they can make comments, albeit brief ones.

·       Observations of people and what they say. Scenes you observe while walking or travelling by underground, for example. Note down what they look like, what they are wearing, what they are carrying in their hands.

·       Reviews of what you read or saw. I usually ask my students to address one or two specific questions, for example Would you recommend this book/podcast/TV show, etc.to a friend of yours? If yes, why? Suppose they are not willing to read or watch it, how would you convince them to do it? What struck you most about this novel/film/concert?

 References

Bereiter, C., Scardamalia, M. (1987) The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum.
Ferris, D.R., Hedgcock, J.S. (2013). Teaching L2 Composition: Purpose, Process, and Practice (3rd ed.). Routledge.
Sun, Y‐C. (2010) Extensive writing in foreign‐language classrooms: a blogging approach, Innovations in Education and Teaching International, 47:3, 327-339.