Ways of Teaching Writig for Beginners and Advanced
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Contents
Chapter I The Role of Teaching Writing in TEFL
Chapter II Strategies and techniques for developing fluency in writing
Chapter III Types of classroom writing performances
3.1 Types of classroom writing performances for beginners…14
3.2 Types of classroom writing performances for advanced…18
Introduction
“Reading makes a full man; conference a ready man, and writing an exact man”
(Francis Bacon )
How is writing like swimming? Give up? Answer. The psycholinguist Eric Lenneberg (1967) once noted, in a discussion of “species specific” human behavior, that human beings universally learn to walk and to talk, but that swimming and writing are culturally specific, learned behavior. We learn to swim if there is a body of water available and usually if someone teaches us.
Just as there are non-swimmers, poor swimmers, and excellent swimmers, so it is for writers. Why isnt everyone an excellent writer? What it is about writing that blocks so many people, in their native language? Why dont people learn to write naturally, as they learn to talk? How can we best teach second language learners of English how to write? What should we be trying to teach? In this course paper I want to discuss these and many other questions. [Brown, D., 2nd edition, Teaching by Principles].
This paper potentially challenges the ways which makes possible the writing be developed, become more advanced and wider. In what follows, the new interpretation of the role of writing in TEFL will be discussed and, finally, the creation of an environment that supports learning, and which involves the introduction of classroom activities as for beginners, as for advanced pupils, will be suggested.
The main objective we have put forward in this paper is to bring some ideas and familiarize the teachers with some ways of teaching writing at the lesson of English. In addition, the other objectives are to show teachers how writing skills can be developed through controlled activities in class and to show teachers how to prepare pupils for freer writing activities.
To avoid danger of applying writing failures in interpreting the writing diversity, we have consulted modern sources such as: “Teaching English Forum”, “English”, and of course we appealed to the main methodologist Marianne Celce-Murcia and her book: “Teaching English as a second foreign language”. We have analyzed, compared, deduced and generalized the points of view according to the different ways of teaching writing topic of the methodologists: Douglas Brown, Adrian Doff, G.V. Rogova, Adriana Vizental, and others.
In the first chapter we have discussed the importance of writing at the English lesson, how to develop pupils writing skills, and some types of writing activities. The second chapter depicted some practical activities for developing writing for beginners and advanced, in teaching English, and gave more concrete activities on certain topics, which are discussed by the books proposed for the pre-university education in the third chapter, we have provided some practical suggestions for developing writing for beginners and advanced students, depending on the subject of the topic.
Chapter I
Within the communicative framework of language teaching, the skill of writing enjoys a special status – it is via writing that a person can communicate a variety of messages to a close or distant, known or unknown reader or readers. Such communication is extremely important in the modern world, whether the interaction takes the form of traditional paper – and – pencil writing or the most advanced electronic mail. Writing as a communicative activity needs to be encouraged and nurtured during the whole language learners course of study.[ Celce – Murcia, M., (1991), Teaching English as a second or foreign language, University of California]
I.I A review of the approaches to teaching writing
English as a foreign language teachers and pupils face certain problems in teaching and learning writing.
In many countries, as in our, education systems emphasize writing for taking tests. For many pupils the only reason to practice writing is to pass examinations or to get a good grade in the class. This focus on writing to pass examinations reduces writing to producing a product and receiving a grade from the teacher. This is not likely to make students interested in writing, which becomes artificial, giving pupils no real sense of purpose or perspective of a target audience.
Even though these problems will persist, there are ways to improve the teaching of this skill to benefit all writing tasks and prepare pupils for the writing they will have to do after they graduate. Three main approaches to teaching writing have been advocated and used in English language teaching.
The product approach
With the product approach, teachers focus on what a final piece of writing will look like and measure it against criteria of “vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation,” as well as content and organization. The normal procedure