Writing for World Languages

Writing is one of the four main disciplines emphasized in the study of world languages, along with speaking, reading, and listening.

PURPOSE: 

Writing is one way to apply thoughtfully new lessons and use the grammatical concepts, vocabulary, ideas about history and culture being studied.  In writing, students use circumlocution (indirectly expressing a word or idea without the exact vocabulary to be direct), an essential part of learning a foreign language.

EXPECTATIONS:

Students should be able to show knowledge of ample vocabulary and good control of syntax for each level as specified in task requirements.

PLAGIARISM:

In addition to the general rules, in world languages the use of on-line translators for written text is considered plagiarism.

Types of Writing

The amount of time spent on writing and the complexity of the task vary with the demands of the level taught.  Some examples of writing assignments include journals, letters, e-mails to pen pals, dialogues, advertisements, recipes, “how to” instructions or map directions, time lines, writing based on visual prompts with power point presentations, albums, posters, translations, poetry, songs, summaries of newsreadings, movies and video memoirs, short stories, legends, scripts for short plays, soap operas, video productions, interview questions, newspaper articles for community projects, timed writing responses on tests, essays about relevant topics of interest using a variety of modes (descriptive, narrative, persuasive, and expository), movie or television critiques, responses to literary selections or readings, and research papers.

Helpful Hints

•Study the requirements and rubrics of the task carefully.

•Think in the target language NOT in your native language. Remember, the purpose is to apply what you know in the target language.  Translating is tempting but gets frustrating and leads to problems in the long run. Utilize all your tools (vocabulary lists, notes from class, etc.). Use dictionaries only when absolutely needed.

•Use circumlocution.

•Utilize prewriting tools such as outlines, and graphic organizers before making a first draft.

•Insert transition words, vocabulary, and verbs in your organizer or outline.

•Use the error correction guide to self-edit. (See below for examples.)

•Use peer editing if permitted by the teacher.

•Where possible, type your writing and double space to leave room for corrections and comments by your teacher.

•If you get the opportunity to rewrite or to correct your grammatical errors, do so and note the patterns of errors in order not to repeat them.  Some teachers may give two grades, one for content and one for grammar, and allow students to change the grammar grade by making corrections.

Symbols for Error Correction  (some examples will be in target language)

sp = spelling;    wo = word order;     voc = wrong word       vt = verb tense  vf = verb form (not conjugated correctly); ag = agreement-SV (verb and subject); NA (noun and adjective); ? = unclear;  ^ = insert something