Assisting Basic Writers: A Theoretical Framework and Classroom Strategies (original) (raw)
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Innovative methods and strategies are described for teaching writing to potentially English proficient (PEP) students (also known as "limited Etglish proficient"), who may or may not be literate in their native language, using holistic natural approaches. The approacb3s are based on the premise that students acquire language tspeaking, reading, and writing) naturally when they engage in self-motivating activities that are stimulating, interesting, and meaningful to them. The guide is the result of work done at the Illinois Resource Center as well as in programs funded by the U.S. Department of State for Southeast Asian refugee students. Assumptions underlying current and innovative approaches to teaching writing are outlined and holistic natural approaches, such as language experience stories, dialogue journals, diaries, and creative writing are described. Considerations for implementing holistic language approaches are also described, including the need for intensity and constancy, using holistic approaches in a non-holistic curriculum, and monitoring student progress. Contains 12 references. (LB)
INTEGRATED APPROACHES TO IMPROVE STUDENTS WRITING SKILLS FOR ENGLISH MAJOR STUDENTS
Writing is considered as the most difficult skill for language learners because they need to have a certain amount of L2 background knowledge about the rhetorical organizations, appropriate language use or specific lexicon with which they want to communicate to their readers. To assist language instructors to improve learners' writing competence and produce good writing, this article aims to present the combination of genre, product, and process approaches in a writing class. To better understand the topic, this paper will be divided into two main parts. The first section of this paper provides a brief literature review of each traditional writing approach including the strengths and drawbacks as well as an adaptated use of each. The second part includes the importance of using the integrated approaches for English major learners in the tertiary level.
TEACHING WRITING TO THE SECOND LANGUAGE STUDENTS
This article covers several changes and details that have occurred in attitude about teaching writing as a second language. In traditional classes, the main goal was learning grammatical rules and writing accurately. Writing different types of assignments motivate learners to be responsible for their own learning by increasing the students’ writing abilities. The aim of writing assignments should be focusing on the topic by letting students do self-assessment and peer assessment that encourages them in the writing process. To write for a reader being one of the important purposes of teaching writing nowadays in the secondlanguage can improve the students’ abilities to plan, revise and edit their texts, to search for appropriate words and phrases. Teachers must achieve a good learning atmosphere that will have a great impact on students’ learning.
Educating Second Language Writing Teachers: Issues and Suggestions
This paper aims to address some of the issues specific to preparing teachers of second language writing. I begin with a synopsis of some core issues raised in recent literature on preparing L2 writing teachers (e.g. . I then suggest that second language (L2) writing teachers need a program of study which gives them first-hand experience with a wide range of approaches to teaching writing, as well as the opportunity for reflection on and exploration of their own experiences as writers and teachers of writing. It is my hope that the questions raised and the program of study proposed here may inspire L2 writing teachers and teacher educators to approach their work more mindfully.
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This article explores effective methods for developing writing skills of first-year English major students. It has a twofold objective. First, it identifies effective teaching methods that can assist educators in improving their students' English writing skills. Second, it outlines a variety of practical learning methods to enhance students’ writing abilities. The opening section highlights the importance of writing proficiency for first-year English majors. The authors emphasize that effective writing is the basis of academic success since it empowers students to express themselves clearly, organize their ideas, and develop critical thinking skills. The latter foster confidence in students, enabling them to actively participate in classroom discussions and effectively express themselves in written assignments. The methodology section details the study’s reliance on general scientific methods of cognition and analysis of relevant academic literature. The authors employed a descriptive approach, utilizing methods of induction and deduction to achieve their objectives. Next, the authors present a list of thirteen effective teaching techniques gleaned from academic literature and their own extensive teaching experience. Additionally, the article emphasizes the importance of revision techniques, peer review processes, exposure to various writing styles and genres, and utilizing technology like grammar checkers and plagiarism detection software responsibly. In addition, the article offers thirteen practical learning tips for first-year students. Prioritized in order of importance, these tips range from active reading and note-taking for analytical skill development to proofreading by reading aloud for improved flow and clarity. The article highlights the significance of personalized feedback from instructors due to their expertise and ability to provide targeted guidance. In conclusion, by implementing the teaching methods and learning strategies outlined in the article, educators and students can work together to develop students’ effective writing skills. Key words: first-year English major students, English writing skills, teaching strategies and techniques, learning strategies, skills development, college.
Teaching Writing in Second and Foreign Language Classrooms Edited by WILLIAMS, JESSICA
The Modern Language Journal, 2007
New in the McGraw-Hill second language professional series, this volume is a welcome addition to current resources for English as a second language~ESL!, English as a foreign language~EFL!, and foreign language~FL! teachers seeking an introduction to research and practice in second language~L2! writing instruction+ The book unifies insights from multiple sources from a SLA perspective+ An experienced language teacher, teacher educator, and researcher, Williams emphasizes that writing involves more than text production; "it is also a learning and thinking process"~p+ 76!+ Although grounded in SLA theory, the volume synthesizes rather than surveys research findings and is geared toward nonspecialists, principally students, preservice teachers, and practitioners who "feel unprepared to teach @L2# composition"~pp+ 1-2!+ Consistent with the Professional series format, the text eschews bibliographic references: Readers seeking primary sources will find bibliographic citations only at each chapter's conclusion+ Decidedly practical in orientation, chapters include prompts designed to help readers apply the content to classroom practice+ Sample materials e+g+, instructional activities, student writing, scoring rubrics! punctuate most chapters, which conclude with a synthesis of main points and a list of readings for beginning students+ Chapter 1 introduces factors that influence SLA, such as implicit and explicit knowledge, input, system and item learning, attention, practice, and time, acquainting readers with the cognitive, sociocultural, and educational contexts for academic L2 writing+ In chapter 2 Williams considers how texts, L2 writers, and instructional processes influence language development, stressing the importance of audience awareness in teaching L2 writing+ The chapter curiously underrepresents social constructionist and discursive models of L2 literacy+ Offering general guidelines for designing classroom tasks, chapter 3 presents methods and techniques suitable for L2 learners at beginning, intermediate, and advanced levels+ The chapter also appraises technological approaches to teaching L2 writing+ Chapter 4 focuses on text production activities involving invention, drafting, and revision+ The author effectively summarizes the conventional wisdom on managing teacher and peer response in L2 classrooms+ Chapter 5 pursues these themes by assessing mixed research findings on teacher feedback and peer response and suggests implications for educational practice+ Chapter 6 elaborates on the feedback topic by outlining basic principles of writing assess-ment+ The chapter begins with a nontechnical survey of key "terms, concepts, and issues in testing,"~p+ 119! that some readers might find less than complete+ Core constructs such as reliability and validity, for example, are treated in the simplest terms+ Omitting trait-based scoring, the author describes both holistic and analytic rating scales, the