{"id":13886,"date":"2019-02-18T15:32:32","date_gmt":"2019-02-18T15:32:32","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=13886"},"modified":"2019-05-02T09:38:15","modified_gmt":"2019-05-02T09:38:15","slug":"workshop-for-producing-written-text","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/workshop-for-producing-written-text\/","title":{"rendered":"Workshop for producing written text"},"content":{"rendered":"
\n<\/p>\n
\"\"<\/div>\n


\n<\/p>\n

\n

Workshop for producing written text<\/h1>\n

A book that helps secondary school students write with pleasure<\/strong><\/p>\n<\/div>\n


\n<\/p>\n

\n
\n

<\/p>\n

\n
<\/a><\/div>\n
\n

 <\/p>\n

Writing <\/strong>is a process which is as important as it is complex, and upon which a large part of school activities depend.  Being able to write a text in a fluid, understandable and effective way is nevertheless a complex activity<\/strong>, which requires the activation of different skills and competencies.<\/p>\n

\t\t The book “Written Text Production Workshop<\/strong>” aims at being a strategic tool to help secondary school students plan their writing process in an orderly and intentional manner.  It is geared towards secondary school students with writing difficulties or learning disabilities<\/strong>, however, given its structure at various levels of facilitation and difficulty, it can also be used for students without specific problems and\/or with the whole class.<\/strong><\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n


\n<\/p>\n

\n
\n

STRUCTURE OF THE BOOK<\/p>\n

The book is divided into 3 parts<\/strong> that guide the student on a journey of conscious writing:<\/p>\n

    \n
  • FIRST PART- The writing process:<\/strong> offers general suggestions about the writing process<\/li>\n
  • SECOND PART – Types of texts:<\/strong> <\/strong>analyzes the characteristics of the main types of texts<\/li>\n
  • THIRD PART – The summary:<\/strong> <\/strong>offers suggestions on how to summarize any type of text effectively<\/li>\n<\/ul>\n<\/div>\n<\/div>\n


    \n<\/p>\n

    \n
    \n

    The student is accompanied along the way by two friendly character guides:<\/p>\n

      Mix the Hermit Crab<\/strong> will help you reflect on what writing means<\/p>\n

      Ka the Goose<\/strong> will tell you when it is time to practice<\/p>\n<\/div>\n<\/div>\n


    \n<\/p>\n

    \n
    <\/div>\n
    \n

    FIRST PART- The writing process<\/p>\n

    In this first part the theme of written expression is dealt with in a general way, offering the student different suggestions and strategies. The writing process <\/strong>in its main phases<\/strong> is analyzed: the production and organization of ideas<\/strong>, and the revision of the text<\/strong>. Exercises and reflections are given for each of these phases.<\/p>\n<\/div>\n<\/div>\n


    \n<\/p>\n

    \n
    <\/div>\n
    \n

    SECOND PART – Types of texts<\/p>\n

    Several kinds of texts<\/strong> are described (descriptive, narrative, informative-expositive, argumentative, expressive-emotional), which may require different strategies to be effectively dealt with.
    \nAlso in this case metacognitive reflections, exercises<\/strong> and different examples of written texts<\/strong> are given.<\/p>\n<\/div>\n<\/div>\n


    \n<\/p>\n

    \n
    <\/div>\n
    \n

    THIRD PART – The summary<\/p>\n

    Here the topic of the summary<\/strong> is addressed, a particular writing task, but very frequent at school and important for study. A separate section is dedicated to this type of writing task because it has several aspects in common with written expression but in part, differs from it. <\/p>\n<\/div>\n<\/div>\n


    \n<\/p>\n

    \n
    \n

    INTENDED AUDIENCE<\/p>\n

    The book is divided into 3 parts<\/strong> that guide the student on a journey of conscious writing:<\/p>\n

    The activities suggested in this book are designed to be used flexibly by the secondary school teacher, combining individual and group activities, at various levels of facilitation and difficulty. It is suitable for children with writing difficulties or learning disabilities<\/strong>, however, given the characteristics of the structured program in gradual minimum steps, it can also be used for students without specific problems or with the whole class<\/strong>. It is also a great tool for parents<\/strong> who want to help their children acquire the skills necessary to write effortlessly.<\/p>\n

    Look through some pages of the book that have been translated into English to facilitate evaluation<\/em><\/p>\n<\/div>\n

    \n
    <\/div>\n