TEACHING WRITING (original) (raw)
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Aims: This chapter will explore some of the ways that writing is viewed and the implications this has for teaching. It outlines the kinds of knowledge and skills involved in writing and develops some general principles for L2 writing teaching through a critical analysis of the main classroom orientations.
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While many children begin writing before they start formal education and writing and learning to write occurs both inside and outside of schools (Bazerman et al., 2018), a primary goal of schooling is to help students master writing. This is particularly critical because writing is such a valuable and versatile tool. Although writing began its journey as a means for recording quantity of goods in ancient Mesopotamia (Robinson, 2022), its uses have multiplied greatly across the millennia (Wyse, 2017). It is used for such mundane tasks as telling who we are (one's signature) as well as more profound tasks of telling who we were (funerary inscriptions). Writing provides a useful means for communicating with others and sharing information across space and time. It serves a diverse array of purposes including artistic, political, spiritual, and personal functions. Respectively, these purposes are illustrated when writing is used to create imaginary worlds, political documents like the Declaration of Independence, capturing spiritual experiences in a journal, and writing about one's experiences to better understand them. In school, writing is particularly useful as writing about subject-matter material or text makes such information more comprehensible and memorable (Graham et al., 2015). Writing has become so important to everyday life, that students who do not learn to write well are not able to fully draw on its power to facilitate and extend learning, making it less likely they will realize their educational, occupational, personal, or civic potential. Despite the value of writing, many teachers worldwide indicate they lack knowledge of how to teach it effectively (Graham & Rijlaarsdam, 2016). This is unfortunate. If students are to take advantage of the power of writing, teachers must have access to effective teaching tools and we must have a better sense of how writing is taught. A useful approach for accomplishing these objectives is by conducting
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This paper discusses some major issues concerning teaching writing to future teachers. There are a lot of EFL/ESL textbooks focused on teaching writing. However, those that are intended for trainee teachers are rare on the market. The goal of this paper is to share the result of several years of work on the writing syllabus and materials that is effective in the process of teaching future teachers. It contains sample of tasks based on certain principles that may promote teachers to become effective writers for themselves and, at the same time, to acquire initial professional skills necessary in their future career. A course book can not address any audience in general. It must focus on a particular learner, the objectives, and content of the process of learning. In the situation when no textbook meets these requirements, the problem of providing students with an appropriate textbook must be solved by creating new textbooks.
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Nowadays, teaching writing belongs to the most current scientific fields. There are many aspects that can be examined related this topic. In this paper we deal with the main questions of teaching writing. At first hand, we discuss the concept and difficulties of writing, the general principles for teaching writing and the correction of written works. On the other hand, concrete activities are presented based on the theoretical part, more precisely on the stages of the writing process.
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An effective way towards Students’ Writing achievements. Second year students at Mostaganem University, 2021
The greatest concern of all English Foreign Language teachers is to develop and maintain their pupils’ best possible engagement and encourage them to participate actively in classroom activities in order to learn the target language. Most language teachers agree with the fact that classroom management is considered as a basic part in language teaching and/ or learning processes. This latter is considered as an essential part since it accomplishes all what goes on in the classroom; for instance, preparing the classroom, organizing students, and distinguishing different learning styles and interests. EFL teachers are faced with the most difficult task when it comes to stimulate students’ attention at the same time and that makes it too demanding and challenging. Being a teacher needs great patience, strength, courage, confidence, intelligence, humor and most importantly preparation and management. Digging deeper into teaching English language, the writing skill is one of the four basic skills that requires specific aspects to be achieved. It is one of the skills that has been given much more attention than before as it is considered as difficult for both teachers and pupils. For such, the present study, firstly, concerns classroom management and sheds light on teaching of writing on mixed ability classes. Teaching writing should incorporate various learning parameters to have a great influence on pupils’ achievement and success in their learning process.
The Teaching of Writing: The Real Classroom Scenes at the Lower Secondary School
Writing is one of the central issues in second language learning The importance of writing is it reinforces the grammatical structures, idioms and vocabulary we have been teaching our students. When students write, they also have the chance to be adventurous with the language. In order for students to achieve this ability, what must teachers consider in teaching writing? The aim of this study is to observe what transpire during the classroom teaching and learning process. This study involved two classes (3K and 3A) in a rural secondary school in the Kuala Muda Yan District in Kedah. Ten observations were conducted for each class. Documents such as teachers' record books and respondents' exercise books were also analyzed. The findings from these instrument will be discussed in the following subtopics: teachers' preparations, teachers' mode of instructions, respondents' reception and activities, teachers' mode of evaluation, amendments of the writing made by respondents and the summary of findings. From the findings, the researcher came to a conclusion that the teaching and learning process that had been practiced in the two classes involved in this study failed to guide and assist the respondents in acquiring the writing skills needed and thus the respondents failed to perform well in the writing component of the PMR English Language Paper.