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Unit 12 Teaching Writing
Aims of the Unit
- to understand the nature of writing in reality to learn a communicative approach to writing
- to be aware of the problems in writing tasks in existing textbooks to understand the process approach to writing Writing through e-mail
12.1 What, why and how do we write? What do we write?
Writing is a real-life reality. Whether it is in social, work or study situations, we write to get things done and to form and maintain social relationships. In reality there is a great variety of things we write for example, letters, journals, notes, instructions, posters, essays, reports, menus. We fill in forms, answer questionnaires and similar tasks. Why do we write?
We write for various reasons, such as to convey messages or just to keep a record of what is in our mind.
Reasons why we should get students involved in writing in a foreign language: Writing can give a voice to shy students as writing can serve as a medium through which less confident students can communicate with their teacher. Writing can be less threatening for anxious students as it gives them time to think about their meaning and purpose (Morgan, 2005). Writing can also raise awareness of how language works. Through writing, students will become more familiar with the linguistic and social conventions of writing in English. A contrast between writing in ELT classroom and writing in reality
writing in ELT writing in classroom reality Purpose To consolidate To convey language recently message or learned (writing for as self language creation 可编辑doc
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Way Students to write We may according to the have some and ideas long we write topic requirements given before by the teacher in put them on limited period of paper. And time; the focus is we on the often final plan, draft, product while the and rewrite. process which the That is, we students go focus on the through while do writing the writing task is process. virtually ignored.
Principles for teaching writing
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Choose the proper model for teaching.
Make the writing tasks for real communication. Focus on the process rather than the product. Instruct clearly for each stage.
Integrate writing with reading, listening, and speaking.
Pay attention to both product assessment and process assessment.
Basically, in teaching writing the teacher of English needs to give equal weight to clarity of expression, preciseness, conciseness, frequency, accuracy, and the ability to organize and summarize ideas.
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12. 2. A communicative approach to writing
Mechanical writing activities that are done in traditional ELT classroom do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means writing for a specific recipient or engaging in an act of creative writing where their work is intended to be read by an intended audience.
In short, students can be motivated by authentic writing tasks that have some communicative elements.
Some writing activities can be between “writing for learning” and “writing for communication”. 12. 3 Problems in writing tasks
Many writing tasks, both in existing textbooks and in classroom teaching, fail to have a communicative element due to the following deficiencies: 1. They are mainly accuracy-based.
2. They are designed to practice a certain target structures.
3. There is insufficient preparation before the writing stage. 4. There is no sense of audience or authenticity.
5. Students are given ideas to express rather than invited to invent their own.
6. There is no opportunity for creative writing, particularly for expressing unusual or original ideas.
7. Many of them are test-oriented. 12.4 A Process Approach to Writing 1. What is process approach to writing?
The teacher provides some help to guide the students through the process that they undergo when they are writing. Of course this kind of guidance should be gradually withdrawn so that the students finally become independent writers. 2. What are the features of process writing?
Features of the process approach to writing summarized by Brown (1994:320-321): Focus on the process of writing that leads to the final written product; Help students writers to understand their own composing process;
Help them to build repertoires of strategies for prewriting, drafting, and rewriting; Give students time to write and rewrite;
Place central importance on the process of revision;
Let students discover what they want to say as they write;
Give students feedback throughout the composing process; (not just on the final product) to consider as they attempt to bring their expression closer and closer to intention; Encourage feedback both from the instructor and peers;
Include individual conferences between teacher and student during the process of composition. Suggestions on the Process Approach to Writing
Before writing, students work together to brainstorm topics and ideas.
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英语教学法8.课件
