Unit 12.Teaching writing

这是一篇关于Unit 12.Teaching writing的思维导图，包含A communicative approach to writing等内容。

Teaching writing

• 1.what,why and How do write
  • 1.What do we write in reality? For example, letters, journals, notes, instructions, posters, essays, reports, menus. Filling forms and answering questionnaires are also tasks involving writing.
  • 2.why for writing in reality:to get the things done/toform and maintain social relationships/ to convey messages/ to keep a record of what is in our mind. Writing can give a voice to shy students as writing can serve as a medium can communicate with their teacher writing can be less threatening for anxious students as it gives them time to think abouttheir meaning and purpose Writing can also raise awareness of howlanguage works.
  • 3How to write in reality:First, writing in ELT classroom (also as homework) is often seen as a means to consolidate language that is recently studied. Second, in the ELT classroom, especially in traditional pedagogy, writing often goes this way: the teacher gives a topic or a selection of topics, a set of requirements, and a time limit.
  • 4.what sholud the teacher do in the writing teaching process:students can be motivated by authentic writing tasks that have some communicative elements. The process approach to writing does not only pay attention to what students do while they are writing, it also attaches great importance to what they and the teacher do before they start writing and after they finish writing.
• 2.A communicative approach to writing
  • To motivate students,it is necessary to engage them in some act of communication
  • This means either writing fora specific recipient writing a letter to a friend or parent,or engaging in an act of creative writing or to be read by other people,in other wordsan intended audience
  • In short,students can be motivated by authentic writing tasks thathave some communicative elements.
  • With different audiences and different purposes,the writing piececould vary greatly.
  • the leamers domany activities while keeping an eye on certain language elements.So some writingactivities can be between'writing for learning'and'writing for communication'.
• 3.Problems in writing tasks
  • 1.They are mainly accuracy-based. .
  • 2) They are designed to practice certain target structures.
  • 3) There is insufficient preparation before the writing stage.
  • 4) There is no sense of audience.
  • 5) There is no sense of authenticity.
  • 6) Students are given ideas to express rather than being invited to invent their own.
  • 7) There is no opportunity for creative writing, particularly for expressing unusual or original/creative ideas.
  • 8) Many of them are test-oriented
• 4. A process approach to writing
  • A process approach to writing is the process the teacher provide help to guide students through the process that they undergo when they are writng
  • The features of the process approach to writing:
    • 1) Focus on the process of writing that leads to the final written product;
    • 2) Help student writers understand their own composing process;
    • 3) Help them build repertoires of strategies for prewriting, drafting, and rewriting;
    • 4) Give students time to write and rewrite;
    • 5) Place central importance on the process of revision;
    • 6) Let students discover what they want to say as they write
    • ; 7) 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;
    • 8) Encourage feedback both from the instructor and peers;
    • 9) Include individual conferences between teacher and student during the process of composition.
• 5. The main procedures of process writing
  • Pre-writng Whilewriting Post-writing
    • creating a motivitaion to write Brainstorming Mapping Freewriting
    • Outlining Drafting
    • Editing Revising Post-writing Proofreading Conferencing
• 6.Motivating students to write
  • we believe that the way to motivate students to write is a key point to the successful teaching of writing
  • (1)Make the topic of writing as close as possible to students’ life. (2) Leave students enough room for creativity and imagination. (3) Prepare students well before writing. Pre-writing activities will help students broaden their views and encourage a generation of ideas. (4) Encourage collaborative group writing as well as individual writing. (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.
  • Motivation is very important in language learning. So teachers should be aware of this key issue and try their best to motivate srudents to write.
• 7.Designing writing tasks Designing writing tasks Writing tasks should be motivating and communicative.
  • Write gn imvitation and a reply Describing an object Describing people Write a story of one's name
• 8.Using the Internet to promote process writing
  • Advantages:
    • (1) E-mail provides a perfect mechanism for students to submit drafts and 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. (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 realtime writing.
• the communicative approach and the process approach relationship
  • These two approaches are not exclusive to each other. On the contrary, we hope teachers can combine the two approaches in their actual teaching We have emphasized the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposes.