Unit 12 Teaching Writing

TeachingWritingUnit12I.Thenatureofwritinginreality1.Whatdowewriteinreality?2.Whydowewrite?3.Howdowewrite?4.IswritinginourEnglishteachingclassroomsthesameaswritinginreality?Wang:207-208accuracy-basedwritingtasksdesignedtopractisecertaintargetstructuresinsufficientpreparationbeforethewritingstagenosenseofaudience/authenticitynoopportunityforcreativewritingtest-orientedII.ProblemsinClassroomWritingTasksWang:212Generallyspeaking,theplaceofwrittenexercisesistoconsolidatethenewlylearnedlanguage.However,mechanicalwritingactivitiesdonotthemselvesmotivatethestudentsmuch.III.CommunicativeapproachtowritingInordertomotivatestudentstowrite,itisnecessarytoengagethestudentsinsomeactofcommunication.i.e.writingforaspecificrecipient,orengaginginanactofcreativewritingwheretheirworkisintendedtobereadbyotherpeople(intendedaudience).Inshort,studentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.Itshouldbenotedthatatthestageoflanguagelearning,noteverythingcanbepurelycommunicative;thelearnersdomanyactivitieswhilekeepinganeyeoncertainlanguageelements.Sowritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.(Wang:209)practiceDoTaskNo.2andNo3.(Wang:209-211)ProductapproachProcessapproachIV.Aprocessapproachtowriting(Wang:208)(Wang:213-219)The'processapproach'isdefinedas'anapproachtotheteachingofwritingwhichstressesthecreativityoftheindividualwriter,andwhichpaysattentiontothedevelopmentofgoodwritingpracticesratherthantheimitationofmodels'.(Tribble,1996,p160).Thus,thefocusshiftsfromthefinalproductitselftothedifferentstagesthewritergoesthroughinordertocreatethisproduct.Thatisbybreakingdownthetaskasawholeintoitsconstituentparts.WritingProcessesCreatingamotivationtowriteBrainstormingMappingFreewritingOutliningDraftingEditingRevisingProofreadingConferencing(Wang:213-219)ReadthepartofyourtextbookatPage214andgetsomeideaaboutthefeaturesofprocesswriting.FeaturesofProcesswriting1.Pre-writingPre-writingisaveryimportantstageofthewholewritingprocess.Duringthisstagewecanhelpourstudentstoworkoutageneralplanfortheirwriting.Activitiesmayincludedecidingonthepurpose,theaudience,thecontents,andthegeneraloutline.i.DevelopingasenseofpurposeandasenseofaudienceTohaveasenseofpurposeandasenseofaudiencewillsignificantlyinfluencethefirststageofthewritingprocess,thatofexploringpossiblecontentandplanningoutline.(Gu:14-17,Book2)(Wang:214)practiceSupposeyouaretoldtowriteonthetopic“MyTown”withoutbeingtoldwhothereaderisandwhatthepurposeofwritingis.Nowtakeafewminutestowritedownalistofthingsyouwouldincludeinthistopic.Situation1Youhavebeenaskedtowriteareportonyourtowntoattractpossibleinvestors.ContentsStylesLocationIndustrialresourcesEnergyresourcesCommunications&transportMainformsofindustryPopulationfigures&distributionMainformsofemploymentUnemploymentfiguresCostoflandandpropertyLocalgovernmentincentivesImpersonalFormalTechnicaltermsSituation2Youhavebeenaskedtowriteaboutyourtownforatouristbrochure.ContentsStylesLocationGeographicalfeaturesSizePopulationPlacesofhistoricalinterestBeautyspotsPlacesofentertainmentHotelsRestaurantsLocalspecialtiesLocalfestivalsShoppingfacilitiesTransportImpersonalFormal(possiblyinformaldependingonthestyleoftheguide)GeneraltermsSituation3Yourheadhasaskedyoutowritealettertoaforeignteacherwhowillcometoteachatyourschoolnextyear.ContentsStylesLocationSizePopulationStyleofbuildingsMainfeaturesofthetownMainfeaturesoftheregionTheschoolThestudentsTheteachingtimetableHousingavailableShoppingfacilitiesTransportfacilitiesSportsfacilities&parksEntertainmentfacilitiesPersonal(toaslightdegree)Informal&friendlyGeneraltermsii.Generatingideastogatherinformationorideasaboutthetopic(activitieslikequestionsandanswers,groupdiscussion,orbrainstorming/bringsomesamplereadingmaterialsforthestudentstoreadbeforetalkingabouttheirownideas)(Gu:17-18)BrainstormingWang:214-215iii.Organizingideastodesignsometaskstoorganizetheideasaccordingtothesequences,categoriesorsub-topicsofthegeneralideas.Thepurposeistohelpstudentstogroupideasandtoformageneralstructureoftheirwriting.(Gu:19-21)MappingWang:215EditingThewritingprocessisaconstantrecyclingofplanning,drafting,reviewing,re-planning,andrevisinguntilthereisthefinalproduct.Editingisthemostimportantactivityofthepost-writingstageanditspurposesaretocheckforaccuracy,providefeedbacktoapieceofwritingforfurtherimprovement,andmakethefinalversion.Wang:216-2181.Self-editing2.PeereditingDifferentKindsofEditingWang:216-218practiceFinishreadingtheleftpartofthetextbookaboutprocessapproachtowritingandthendoTaskNo.6V.MotivatingstudentstowriteQuestionHowcanteachersmotivatestudentstowrite?PrinciplesReadthepartofthetextbookfromPage221toPage223.VI.DesigningwritingtasksReadthefoursamplewritingtasks.Discusswithyourpartnersaboutwhatimplicationsyoucanhaveabouthowtodesigngoodwritingtasks.VII.UsingtheInternettopromoteprocesswritingHomeworkFinishTaskNo.10afterclass.