Lastly, another problem faced by form one students in Descriptive writing is poor organization skills. In a study conducted by Hemadevi,Paramaswari and Fauzila (2012) it was reported that Malaysian students always had the habit to try to make their writing meaningful by planing,or organizing,monitoring,revising and evaluating their own essays. Descriptive writing in the Malaysian classrooms remains structural and form one students are always exposed to traditional descriptive writing outline type such as linear form outline types (Ali,2015). To illustrate further, in order to enable students to organize their essays into beautiful paragraphs they need scaffolding and one way is through effective writing outlines. Form one students mostly use linear form outline types to support them to organize their writing.(Ali,2015).
However, many form one students could not use this traditional descriptive outline types to organize their writing since they end up missing or jumbling any points and cant move from one idea to another as they cant see the relationship between a point and an evidence or example in order to have a well organized descriptive essays. To explain further, form one students found using linear form outline types to aid them in descriptive writing very challenging since they had issues in arranging and organizing their ideas. As Norline (2018) in her research said that most form one students hardly planned to organize their writing due to inefficient outlining such as linear form outline types which resulted in the inconsistency and lack of organization in their descriptive essays. In support to this Sarala (2015) in the research also said conclusively linear form outline types created a challenging environment for form one students to organize the descriptive writing because as the “skeleton” or framework it didn’t assist them in the writing components such as organization leaving them with poor organization skills. In sum, when these form one students write descriptive essays , they might lack organization because they do not arrange their ideas into paragraphs as in introduction, content and conclusion but end up writing as one whole in one or two paragraphs. They also sometimes stop planning and simply write leading to descriptive essays without paragraphs,abrupt ending or hanging essay. (Ali,2015).
I am focusing specifically on writing because my students are always weak with writing. Therefore lets discuss about our new CEFR marking scheme.
Dear teachers. now we are introduced to CEFR framework whereby it is new and we are all still grasping with it. I would love to share a complete module with teachers on the guidelines of CEFR marking.
Teachers this can help us with our marking. It is a complete module to mark Speaking Reading Writing and Listening skills.
To search this module in google search teachers can just copy this /CEFR-all-scales-and-all-skills.pdf and paste it in google search. It will provide teachers the complete pdf. Teachers can either download and keep in the phone or print only the related pages and paste it in our daily lesson plan book (RPH).
References to the source and picture is : CEFR-all-scales-and-all-skills.pdf
Comments
Post a Comment