Teaching

Writing

1. BRIEF HISTORY

• ORAL Communication;

• Writing used to reinforce grammar;

• ACCURACY;

• FORM.

• CLT;

• Writing as a meaning-making event;

• Special integration of both skills;

• Accuracy + FLUENCY;

• Form + MEANING;

• Authentic texts and contexts;

• Writing as a process.

1950’s / 1960’s

1970’s / 1980’s

2. APPROACHES TO STUDENT WRITING

Approaches

Ap

pro

ach

es

Approaches

Ap

pro

ach

es

ApproachesApproaches

ApproacheApproaches

Approaches

Approaches

Approaches Approach

esApproaches

Approaches

Appro

ach

es

ApproachesApproachesApproaches

Approaches

ApproachesApproaches

Appro

ach

es

Approaches

Approaches

Ap

pro

ach

es

Approa

ches

Approaches

Appro

ach

es

Appro

ach

es

Ap

pro

ach

es

Ap

pro

ach

es

Appro

ach

es

Process ProductFocus on

Writing habit

When concentrating on the product

We are only interested in the aim of a task and in the end product.

When concentrating on the process

We pay attention to the stages that any piece of writing goes through.

Time to: pre-writing (brainstorm and collect ideas), drafting, editing and finally, producing a final version.

The stages may involve discussion, research, language study and interaction between teacher and students and between students themselves.

“A process approach asks students to consider the procedure of putting together a good piece of work. For this we could discuss with the students the concept of first and final drafts and ask them to say if the activities listed here take place at first or final stages, putting them in the best order:

A Check language use (grammar, vocabulary, linkers)B Check punctuation (layout)C Check your spellingD Check your writing for unnecessary repetition of words and informationE Decide on the order of the paragraphsF Note down various ideasG Select the best ideas for inclusionH Write a clean copy of the corrected versionI Write out a rough version”

Harmer

Creating the writing habit

Challenges Students can be unconfident and unenthusiastic writers

WHY?

Perhaps they have never written much in their first language

Perhaps they think they have nothing to say and can’t come up with ideas

They may have insecurities about their handwriting, spelling or they might not know how to create sentences or paragraphs

We have to make of writing a normal part

of the classroom practice.

Negative Attitude

“Nothing to say”

TIP

SGive them interesting and enjoyable tasks to do according to their level with some relevance to them.

Give them enough information to do the task.

Teach them enough of the right kind of language to do the task.

Be ready with enough suggestions to make sure they can never say I can’t think of anything to write.

Creating the writing habit; making students feel

comfortable and gaining their willing participation in more

creative or extended activities.

Engaging writing task; it is that one that involves students not just intellectually but emotionally as well.

Take into account: Auditory inputVisual inputKinesthetic stimulation.

Writing as a cooperative activity

In class, we can take advantage of the presence of others to make writing a cooperative activity.

Students can now say and write things that they might not come up with on their own and group’s research can be bigger than an individual’s reasearch

We can make them work on a computer screen which makes it easier for everybody to see what is being created and to make small changes both during the initial process and also later on

Writing-for-learning

Writing-for-writing

Aims: * To improve student’s grammar and vocabulary. * To help students remember the “new” language.

Aim: To make students better writers.

Teach the different stages:

* prewriting (generating ideas) * drafting * revising * last version

1

2

“Think of writing, then, not as a way to transmit a message but as a way to grow and cook a message.” Peter Elbow

Connect Reading with Writing

Provide Authentic Writing

* Clear purpose * Specific audience

* Sharing the writing with classmates

* Publishing

* Making dialogues for plays

3. Role of the teacher

FEEDBACK PROVIDERThis demands special care; you should respond positively and encouragingly to the content of what the students have written. You are the one who chooses what and how much to focus on, based on what they need at this stage.

RESOURCEBe ready to supply information and language if they ask it. Make them feel you are available and be prepared to look at their work offering suggestions in a tactful way.

DEMONSTRATINGMake students aware of layouts or the language used to perform certain written forms.

DEMONSTRATINGMake students aware of layouts or the language used to perform certain written forms

Bibliography:

• BROWN, Douglas H. “Teaching by Principle. An Interactive Approach to Language Pedagogy.” Pearson Longman, second edition.

• HARMER, Jeremy. “The Practice of English Language Teaching.” Pearson Longman, fourth edition.

• HARMER, Jeremy. “How to Teach Writing.” Pearson Longman.