topic 3 approaches to teaching writing

8/10/2019 Topic 3 Approaches to Teaching Writing

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By: Sharifah


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PRODUCT PPRO CH

Oxford University Press 2001:

Result (of something).

http://www.tefl.net/ref/glossary.htm

PRODUCT

PRODUCT APPROACH

A method for teaching wri

which learners are given a

and then asked to create s

similar.


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The Practice of English Language Teaching (4thedition) by JeHarmer [Chapter 19: Writing, pg. 325] :

PRODUCT PPRO CH

WRITING

PRODUCT

PROCESS

focus on

Aim of ta

End prod


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BBC (Teaching English) :

SOURCE : http://www.teachingenglish.org.uk/article/product-process-writing-a-co

PRODUCT PPRO CH

A traditional approach, in which students are encouraged to mimic a mod

text, which is usually presented and analysed at an early stage.


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A model for such an approach is outlined below:

SOURCE : http://www.teachingenglish.org.uk/article/product-process-writing-a-comparison

PRODUCT PPRO CH

Model texts are read, features of the genre arehighlighted. e.g. formal letter: attention drawn to

paragraphing & language used to make formalrequest

Consists of controlled practice of the

highlighted features, usually in isolation.e.g. practise the language used to make formal

requests, the 'I would be grateful if you would'structure.

Organisation of ideasMore important than the ideas/im

the control of the langua

End result.to produce the product to show can do as fluent and competent ulanguage by using the skills, struc

vocabulary they have been t

S1

S2 S3

S4


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It involves using model sentences or texts which the students

Normally each model text contains lots of examples of a speciof language the teacher wants the students to focus on, e.g. cohdevices (e.g. however, therefore, nevertheless,etc.), the past sim

The students read the model sentence or text, and do exercisesfocus on the language in the model text (e.g. the past simple).

PRODUCT PPRO CH


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Finally, the students might be asked to transform a text which the present simple into the past simple. The model text will hel

do this.

The focus is obviously on grammatical accuracy. (Brown, 2007)

PRODUCT PPRO CH


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PRODUCT PPRO CH


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STRENGTHS:

- Model texts give students confidence and security, something they as the basis for their own writing.

- The approach (appears) to get results: using model texts for students

should guarantee students produce work with fewer grammatical mistaquickly

- Highly specific & focused writing practice: a good way of getting the to focus on using a specific piece of grammar in their own writing.

PRODUCT PPRO CH


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WEAKNESSES :

- Lack of creativity and personalization.

- Repetitive.

- Unrealistic. (students are obviously not writing for apurpose, but wpractice a grammar point)

- Boring & demotivating.

- Too prescriptive.

PRODUCT PPRO CH


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WEAKNESSES :

- Studentswill believe that writing is a unitary, context-free activity, inthe same patterns and rules apply to all writing, independent of type. : Ivani (2004: 227)

- Concerned only with correctness of spelling, grammar, etc, and igncontext.

- Doesnt give students practice writing because it does not reflect whwriters do in real situations.

PRODUCT PPRO CH


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Questions:

What kinds of things does a Product Approach emphasize?

Would your learners be comfortable with this approach? Why (not)?

do you think they would particularly like/dislike about the lesson thathis approach?

Would you consider using the Product Approach to teach writing?

PRODUCT PPRO CH


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By: Selly


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The concept of this approach is defined as an activity in teachers encourage learners to see writing not as grammaexercises, but as the discovery of meaning and ideas (O2004)

Writing as a creative act which requires time and positivefeedback to be done well.

Focus more on varied classroom activities that promote tdevelopment of language use .

PROCESS PPRO CH


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Generate ideas Brainsotming

Discussion

Organise ideasMind map

Spidergram

Pre writing


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Write first draft

Do in pairs/groups

Exchange drafts

Improve draft

Give feedback

writing


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Return drafts

Make improvements based on feedback

revising


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Ready final version

Teacher evaluates

evaluation


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Strengths

Encourages students to communicate their owwritten messages.

Communication of the message is paramount adeveloping but inaccurate attempts at handwspelling and grammar are accepted. These skfurther developed in individual and small grou


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Weaknesses

Could be time consuming with large class.

Teacher may not have enough time to schedu

individual writing in larger classes. Learners who are unused to process writing w

revision as a sign of failure.


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PROCESS

Text as a resource forcomparison

Ideas as starting point

More than one draft

More global, focus on

purpose, theme, text type,i.e., reader is emphasised

Collaborative

Emphasis on creative process

A summary of the differences (Fea

PRODUCT

Imitate model texorganisation of id

important than themselves

One draft

Features highlighincluding controllpractice of thosIndividualEmphasis on end p


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Example questions for discussion

Here is a picture. Think of how you can use it to generate ifor a story. What kind of skill-building exercises will you bwhile and after generating the ideas.


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The following are two first drafts. Read each and say how you wouldthese drafts during the revision and editing sessions.


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The first draft.

The wind was blowing and the tide was coming in. By now you shouwhat Im talking about. The answer is the sea. The sea plays an impo

role in our lives. But thats not what Im talking about. Im talking ab

experience I would have at the sea. Although I prefer the crowded be

the peaceful beach, it does not mean I dont like the peaceful beach. the peaceful beach I dont have anything to do. While on the crowded

noisy beach I have something to do.


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The sea is a wonderful place to be. Its a place to socialize. Usually I g

Port Dickson with my cousin. We play pingpong, football and we alsOnce in a blue moon we go for a walk.


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Second draft.

Have you ever wondered why anyone whos ever seen on the sea at n

loves on how fantastic it all is? Probably not, huh? Never mind. Ill te

anyway. Picture it. The light of the sun has waning and its radiance f

into greyish blur. This in turn giving way to the light of the moon whbathes every thing in moonlight gives the impression that everythingbeach has been dipped in quicksilver.


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Tall majestic palms gently stand guard gently swaying. Theirleaves wearing an intricate pattern of shadow and light on thesand. Pools of moonlight splashed here and there. The sea itsestretching as far as the eye can see, an unusual yet strangelyappealing shade of greenish black. Its waves gently lapping

making loud soft slapping noises as they gently lap-at the shovA lone crab seems to be the only discernable form of life founfor miles sound. Now I ask you, can you really blame anyone fraving on about something like this?


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By: Grace


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What is a genre based approach?

This approach identifies that writing is a social activity with particularelations and social conventions. The approach explicitly identifies thand linguistic conventions of different types of texts.

Better known as the functional model of language emphasizes on m

and how meaning is constructed through the use of language. The approach usually includes the following: Familiarisation, control

writing, guided writing and then free writing


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Four-Phase Pedagogy

Texts used during the modelling phase are designed to

exemplify the main linguistic forms of knowledge required

for effective participation in school subjects (Derewianka,1996).

Field

BuildingModelling

Joint

Negotiation

Independent

Construction


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Field Building

The main idea of this stage is to build up control of the field or topibuilding up the spoken language to enable students to talk about the

A range of activities that could provide input of information andopportunities for students to talk about the topic would be included step.

This also includes a focus on extensive reading on the particular topi

The grammatical features and vocabulary at this stage are also emphdepending on the students needs.


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Independent Construction

Students would be required to write texts independently.

After getting all the required exposures in the previous stages, studenshould be able to produce their own end-product by choosing their otopic, drafting, editing and getting the feedback from the teacher or p

The main objective of this stage is to reflect what they have learned and putting all their ideas into written form, and thus produce a wellstructured essay (Martin, 1992).


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Benefits of this approach

Explicitly links reading and writing

Ensures that writing is a process

Provides a model for learners

Scaffolds writing Makes invisible features explicit to learners


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Brown, H. Douglas (2007). Teaching By Principles An Interactive ApproacLanguage Pedagogy.

Chitravelu, N., Sithamparam, S. & Soo Choon, T. ELT METHODOLOGPrinciples and Practice.

https://www.academia.edu/4743498/Genre_Based_Approach_Theories_L

lan_and_Teaching_simulation

http://www.teslmalaysia.com/genre-based-approach-to-teaching-writing

http://revistaseletronicas.pucrs.br/fo/ojs/index.php/belt/article/view/93

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topic 3 approaches to teaching writing

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