Teaching Writing

Teaching Writing 史上最全最细致，英语教学法教程，我们怎样去写作？写作中的问题，交流写作方法。一篇思维导图带你了解英语写作！

Teaching Writing

• 12.1 What，why and how do we write?
  • What do we write
  • why do we write
  • How do we write
    • Writing in English teaching classroom
      • It is a means to consolidate language that is recently studied. Ss write from other′s ideas, this kind of writing is seen as ′writing as language learning 写作作为一种语言的学习 Students make up (编) things, because personal experiences cannot contribute to the given topic. This is pseudo writing (假的写作).
        • Communicative approach
      • The teacher gives a topic or a selection of topics , a set of requirements, and a time limit. The Ss′ work is evaluated based on accuracy of the final product. The process is virtually ignored.
        • Process writing approach
    • writing in reality
      • Most writing is for communication convey messages or for self creation自我创造(such as poems).
      • We may have some ideas long before we put them on paper. And we often plan, draft, and rewrite.
  • Summary
    • In order to motivate ss, we should advocate authentic writing (真实写作), that is, ask our students to write things we write in reality or things they want to write about.
    • In order to make the teaching of writing effective, we should advocate the process approach to writing; that is, guide the students through the process of writing.
  • Problems in writing
    • Language (vocabulary, sentence structures, grammar, format, ctc.)
    • Ideas (creative or non-creative)
    • Logic
    • Motivation
• 12.2 A Communicative approach to writing
  • Three types of writing tasks (P208-209)
    • Writing for consolidating language(mechanical writing) 巩固语言的写作任务（机械型）
    • Writting for communication 交际写作任务
      • Engage students in some act of communication
      • Writing for a specific recipient
    • Between "writing for learning" and "writing for communication" 介于两者两者之间的写作任务
• 12.3 (P212) Problems in writing tasks
  • They are mainly accuracy-based.
  • They are designed to practise a certain target structure.
  • There is insufficient preparation before the writing stage.
  • There is no sense of audience
  • There is no scnse of authenticity
  • Students are given ideas to express rather than being invited to invent their own.
  • There is no opportunity for ereative writing, particular for expressing unusual or original ideas.
  • Many of them are test-oriented
• 12.4(P214) A process approach to writing
  • Features of process writing (Brown, 1994)
    • Focus on the process of writing that leads to the final written product 注重学生写作的过程
    • Help ss understand their own composing process 帮助学生理解他 们自己的写作过程
    • Help ss build repertoires of strategies for prewriting, drafting and rewriting 帮助他们建立整套写作前的构思,起草,修改策略
    • Give ss time to write and rewrite 给学生写作和重新写作的时间
    • Place central importance on the process of revision重视修改的过程
    • Let ss discover what they want to say as they write 让生在写作过 程当中表达想表达的看法
    • Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention 在写作过程中给予学生反馈,考虑他们是今真实准确地表达了自己的意图
    • Encourage feedback both from the teacher and peers 教师和同伴均给出反馈
    • Include individual conferences between teacher and student during the process of composition在写作过程中要有师生讨论
  • A process approach to writing
    • Defination
      • Process approach is an approach which emphasizes the composing processes writers make use of in writing (such as planning, drafting and revising) and to improve students′ writing skills through developing their use of effective composingprocesses.过程教学法是强调作者在写作过程中(如计划、起草、修改等)运用的一种教学方法,通过培养学生对有效写作过程的运用来提高学生的写作能力。
    • Main procedures of process writing
      • Creating a motivation to write创造写作动机
        • Only when ss have a clear purpose or a reason to write, will they feel motivated or eager to write.
        • T should try to create a reason for ss to write, make them feel interested and have things to say.
        • How? the topic for writing should be familiar, meaningful and relevant to ss′ life and interest.
        • For example, One of your friends is visiting you but you cannot meet him in the railway station. Your father will pick him up instead. Tell with necessary details about appearances to each other.
      • Brainstorming 头脑风暴,集思广益
        • Ss work together to brainstorm ideas for writing.
        • Ss can list all the ideas related to the topic on a piece of paper or on the blackboard.
        • For example
      • Mapping 绘图
        • Mapping helps ss organize the generated ideas(产生的想法), by using a diagram or an outline.
        • Mapping will give ss the opportunity to select from the list those useful ideas to be included in their writing and to see how these ideas can be put together in a coherent or logical way to present a convincing argument.
        • For example
      • Free-writing 自由写作
        • It refers to the stage when ss start writing freely about the topic following mapping.
        • At this stage ss do not need to care too much about spelling or grammar. All they need to do is to put their ideas on paper.
        • Freewriting helps ss develop fluency in writing.
      • Outlining设计框架,大纲
        • After ss have gathered enough ideas, they need to write a more detailed outline.
        • It may include the main ideas of each paragraph with topic sentences and notes for supporting details.
        • It may also include an introduction and a conclusion.
      • Drafting正式写作,第二次写作
        • After ss have developed an outline of the essay, they can start to write.
        • At this stage, the development of ideas are more important than getting grammatical structures, punctuation or spelling correct.
      • Editing编辑,改正
        • It refers to the stage when ss read through their writings and check the clarity of ideas or the logical development of their arguments. Also, ss check carefully the grammar, spelling and punctuation of their writings.
        • Editing may take two forms: peer editing and self-editing.（同伴修改和自我修改）
      • Revising修订
        • It is the stage when Ts guide ss to make necessary improvements in both organization and contents based on either self-editing or peer editing, e.g. adding new points or deleting irrelevant facts, and correcting errors in spelling, punctuation, grammar or choice of words.
        • Revising can take several rounds, so ss need to be prepared to write a second and a third draft before they submit the final draft.
      • Proofreading 核对格式,语法检查
        • It is the stage when Ts guide ss to make necessary improvements in both organization and contents based on either self-editing or peer editing, e.g. adding new points or deleting irrelevant facts, and correcting errors in spelling, punctuation, grammar or choice of words.
        • Revising can take several rounds, so ss need to be prepared to write a second and a third draft before they submit the final draft.
      • Conferencing 协商讨论,点评
        • It refers to private meeting between the teacher and each individual student.
        • It is important for Ts to talk face to face with ss about their writing, pointing out their strength and weaknesses.
        • During the conferencing, Ts need to encourage rather than criticize, be constructive rather than destructive and try their best to protect ss' self-esteem.
  • Summary
    • The ten stages do not have to be followed exactly in the same order.
    • There can be a number of rounds or cycles within each activity or through the whole process (cyclic rather than linear) 在每个活动或整个过程中,可能有多个回合或循环某个环节.
• 12.5 Motivating students to write
  • Eight principles for motivating students to write (P221-222)
    • Make the topic of writing as close as possible to ss' life.
    • Leave ss enough room for creativity and imagination.
    • Prepare ss well before writing.
    • Encourage collaborative group writing as well as individual writing.
    • Provide opportunities for ss to share their writings.
    • Provide constructive and positive feedback.
      • 3 elements of feedback
        • Positive comments on the good features of the piece of writing.(积极评价)
        • Areas for improvement.(进步空间)
        • Your personal opinion on the issue the writer has discussed in his/her writing.(老师个人观点)
    • Treat ss' errors strategically.
    • Give ss a sense of achievement from time to time.
• 12.6 Designing writing tasks
  • 同main procedures of prcess writing
• 12.7 Writing through the Internet
  • Research indicates that ss prefer to submit drafts one (提交草稿) at a time to the teacher and revise their work after seeking comments or advice from the teacher (Warschauer, 1995). (P226)
  • 4 advantages of using internet to promote process writing
    • E-mail provides a perfect mechanism for ss to submit drafts and for teachers to look them over at their convenience and send them back with comments -once, twice, or several times.电子邮件为学生提交草稿和教师评阅反馈提供了完善的机制。教师可便捷地多次评阅学生们的草稿。
    • Teacehr can easily store all the drafts of a docoment for later review and analysis of the revision process.
    • In an e-mail based writing scheme, the students can not only send their writing to the teacher, but also send their work to each other simultaneously.
    • When writing through e-mail, students have a feeling of real-time writing.
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