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Unit 13 Teaching Writing

Unit 13 Teaching Writing. Aims of the Unit. 1. What, why and how do we write? 2. A communicative approach to writing; 3. Problems in writing tasks in existing in textbooks and classroom teaching; 4. A process approach to writing; 5. Motivating students to write

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Unit 13 Teaching Writing

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  1. Unit 13 Teaching Writing

  2. Aims of the Unit 1. What, why and how do we write? 2. A communicative approach to writing; 3. Problems in writing tasks in existing in textbooks and classroom teaching; 4. A process approach to writing; 5. Motivating students to write 6. Designing writing tasks. 7. Writing through the Internet

  3. I. What, why and how do we write? 1. The purpose of writing class

  4. 2.The nature of writing in reality TASK 1 Think about your daily writing in Chinese and your experiences of writing in English. Fill in the table below with things that come to your mind first. When you finish, compare your ideas with your partner.

  5. 2.The nature of writing in reality

  6. 2.The nature of writing in reality Comparing writing in our English teaching classroom with writing in reality: 1) Writing in the ELT classroom (also as homework) is often seen as a means to consolidate language that is recently studied. 2) The students finish the task than the teacher assigned within the time limit and hand in the final product.

  7. II. A communicative approach to writing Communication writing means either writing for a specific recipient, or engaging in an act of creative writing. It is authentic writing tasks that have some communicative elements.

  8. 1. Why should we adopt communicative approach to writing?

  9. 2.Writing for learning or writing for communication?

  10. Task 2

  11. Possible solutions to Task 2

  12. Possible solutions to Task 2

  13. Possible solutions to Task 2

  14. III. Problems in writing tasks The deficiencies of writing tasks in existing English textbooks : 1. mainly accuracy-based. 2. designed to practice certain target structures. 3. insufficient preparation before the writing stage. 4. no sense of audience.

  15. III. Problems in writing tasks 5. no sense of authenticity. 6. given ideas to express rather than being invited to invent their own. 7. no opportunity for creative writing, particularly for expressing unusual or original ideas.

  16. III. Problems in writing tasks

  17. III. Problems in writing tasks • Below is a writing activity taken from SEFC. Let’s look at the original task and then see how it can be adapted.

  18. III. Problems in writing tasks • Obviously there is no specific audience for this writing task. The students may ask. “Why should I write about the sports I like? For what purpose? Who is going to read my writing?” we can adapt the above writing task as follows:

  19. TASK 4 III. Problems in writing tasks

  20. IV. A process approach to writing 1. What’s process writing? • Product-oriented method pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.

  21. 2. Features of process writing IV. A process approach to writing • Focus on the process of writing that leads to the final written product; • Help student writers to understand their own composing process; • Help them to build repertoires of strategies for prewriting, drafting, and rewriting;

  22. 2. Features of process writing IV. A process approach to writing • Give students time to write and rewrite; • Place central importance on the process of revision; • Let students discover what they want to say as they write;

  23. IV. A process approach to writing 2. Features of process writing • Give students feedback throughout the composing process (not just on the final product) to consider as they attempt to bring their expression closer and closer to intention; • Encourage feedback both from the instructor and peers; • Include individual conferences between teacher and student during the process of composition.

  24. 3.The procedures of process writing 1) Creating a motivation to write Only when students have a clear purpose or a reason to write, will they feel motivated or anger to write. 2) Brainstorming It is suggested that if a group of students work together to brainstorm topics and ideas, it will be more productive, because their thoughts can be inspired by each other’s ideas.

  25. 3.The procedures of process writing 3) Mapping Mapping helps students organize the ideas the brainstormed. A diagram or an outline can be used to do this. 4) Free writing Free writing refers to the stage when students start writing freely about the topic following mapping, which can help students develop fluency in writing.

  26. 3.The procedures of process writing 5) Outlining After students have gathered enough ideas, they need to write a more detailed outline. An outline usually illustrates the main organizing structure and the most important points of the essay. 6)Drafting At this stage, the development of ideas are more important than getting grammatical structures, punctuation or spelling correct.

  27. 3.The procedures of process writing 7) Editing Editing may take two forms: peer editing and self-editing. 8) Revising Teachers guide students to make necessary improvements in both organization and contents based on either self-editing or peer editing.

  28. 3.The procedures of process writing 9) Proofreading Students should be guided to read their writings again carefully for any mistakes in grammar, spelling, punctuation, or capitalization. 10) Conferencing  It is important for teachers to talk face to face with students about their writing, pointing out their strength and weaknesses.

  29. V. Motivating students to write 1. How to motivate students to write? 1) Make the topic of writing as close as possible to students’ s life. 2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing.

  30. V. Motivating students to write 1. How to motivate students to write? 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’ errors strategically. 8) Give students a sense of achievement from time to time.

  31. VI. Using Internet to promote process writing The advantages of E-mail writer: 1. E-mail provides a perfect mechanism for students to submit drafts and for teachers to look them over at their convenience and send them back with comments --- once, twice, or several times. 2．The teacher can easily store all the drafts of a document for later review and analysis of the revision process.

  32. The advantages of E-mail writer: 3．In an e-mail based writing scheme, the students can not only send their writing to the teacher, they can also send their work to each other simultaneously. 4．When writing through e-mail, students have a feeling of real-time writing. They feel they are writing for real purposes of exchanging ideas.

  33. Thank you !

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