1. Written
language vs. spoken
language: two different kinds of complexity
1.1
complexities at the level of the clauselexical
density (# of content words) vs. complexity in the way clauses are
linked together.
1.2
decontextualization, which makes it impossible to adjust the message
vs. contextualization due to permanent feedback from the other
person.
2.
Definition of writing = a
communicative process involving the writer in
decisions concerning the expected reader
of the text.
N.B. Textual
decisions depend on the writer’s perception
of the audience.
3.
Constraints in writing a text:
1.
Appropriate
2.
Intents 3. Context 4. Possible
5. Feasible 6. Performed
Utterance
Johnson, Keith, Communicative
Syllabus Design and Methodology, 1982
4.
Functions in everyday life served by written
language:
4.1 for
action: public signs, recipes, maps, bills,
....,....,....,....,......
4.2 for
information: newspapers, non-fiction books, textbooks,
advertisements.
4.3.for
entertainment: fiction, comic strips, light magazines, etc.
1. Writing
is a communicative
activity where there is a reason
to write and there is a reader.
2.
Components of the writing skill:
2.1
mechanical component:
e.g. hand-writing; spelling; capitalization; punctuation.
2.2
grammatical component: e.g.
tenses; word order; etc.
2.3
discourse component: e.g.
ability to paragraph; use of cohesive devices; etc.
2.4
stylistic component: e.g.
choice of appropriate vocabulary; ability to vary sentence structure
to avoid repetition; ability to choose language according to the type
of writing and writing.
3.
Potential problems: spelling; punctuation; stylistic confusion
between spoken and written language; L1 interference; Ss’
resistance to writing in general.
4. What the
student MUST know:
4.1 what the
audience will be
4.2 what
s/he wants to convey i.e. purpose of
writing
4.3 how to
write several drafts coming nearer to the message intended at the
semantic and grammatical level.
5. Staging
the writing lesson
‘ideas’
stage
‘composing’
stage
‘editing’
stage
6. what
will a course of writing include?
7. Role of
the writing teacher:
find
interesting and relevant writing activities
decide
how best to present the activities
provide
sufficient guidance and control
provide
correction and suggestions for improvement
8.
Techniques used for teaching writing:
pre-reading
discussion
spray-charts
or visual forms presenting ideas before
writing
first
draft followed by peer discussion of the
message
second
draft
editing
recomposition
modelling/
parallel versions for different audiences
text
combination (pairs use their best relevant
pieces to make the whole text)
incubation
(set the writing task a week after
pre-writing activity)
writing
many different kinds of texts (e.g.
newspaper articles; menus; tourist brochures; doctor’s records;
poetry; etc.)
9.
Process-oriented approach
vs. product-oriented approach
9.1 focus is
on classroom activities, which are believed to promote the
development of skilled language use.
9.2 language
at the level of discourse.
9.3 writing
teacher more interested in the processes writers go through in
composing texts.
10.
objectives + activities:
10.1 arouse
Ss’ interesttopic
(stimulus for topic: learner choice of topic)
10.2 arouse
ideas/new wordsgroup/pair
brainstorming
10.3 help
organize ideasoutline
or jot down ideas
10.4 get
down main ideasfirst
draft (individual, pair or group)
10.5
clarifying message, editingfeedback
from peers and teacher
10.6
optional second draft and feedback
10.7 final
versionrewriting
11.
Discourse analytic tasks
true/false
questions on writer’s intention
cloze
and gap-filling using semantic replacement criteria
given
1st paragraph, learners predict 2nd,
etc.
match
list of functions with text
rhetorical
transformations (e.g. given a description of a product, learners
rewrite it as an advertisement)
modeling
(e.g. given text as a topic, learners write a text of the same
structure on a different topic).
12. Stages
of a writing lesson
12.1 copying
12.2
controlled writing
12.3 guided
writing
12.4 cued
writing
12.5 free
writing: reports; summaries; letters; invitations; literary
compositions.,
13.
Producing a piece of writing.
(Raimes,
A. Techniques in Teaching Writing, OUP,
1983)
CLASSROOM
OBSERVATION: WRITING SKILL
Was it
a mini-skills lesson e.g. punctuation, letter format?
What
was the degree of control? i.e. controlled/less controlled/freer?
What
kind of writing exercise was it? e.g. letter writing, composition,
descriptive passage…
Was
there appropriate guidance for the task?
How was
the lesson concluded? NB: it may be set for homework.
Comment
on how successful you feel the lesson was. What factors contributed
to this?
CLASSROOM OBSERVATION: USING THE
BOARD
Physical:
Was the board visible to all?
Was
the layout clear? (Did it appear overcrowded/disorganized?)
Was the
new language highlighted effectively?
Was the
board work complete? (e.g. no unfinished sentences)
Did the
teacher use the board for:
clarifying
points on the spot?
correction?
(e.g. grammar, pronunciation)
Could
any of the following have been appropriate?
tabulation
(e.g. substitution table)
display
of visuals (flashcards/drawings)
prompts
for practice
preparation
(e.g. giving information for an activity)
What
did the students write down and take away?
Was
it representative of the salient points of the lesson, and would the
students have understood it several days later?
Was the
board overused or underused?
The
writer can choose any structure or lexis, which will appropriately
express the intended meaning to the expected audience. So, will you
look at Keith Johnson’s diagram of an utterance and spell out the
necessary constraints to be considered when writing.
How can
you reformulate such a writing task as ‘Describe your room at
home’ so that the assignment take on new dimensions besides a
simple exercise in the use of the present tense and in prepositions.
Consider providing student writers with a context in which to select
appropriate content, language, and levels of formality.
When is
teacher feedback expected to happen during the writing process?
What
differences can you highlight between the process-approach to
writing and a more traditional approach?
Argue
for writing as a group work activity or an isolationist activity.
Mention
advantages of use of brainstorming activities in the writing class.
Consider
the textbook English News and Views.
Put down all the writing tasks used by the authors in order to
refine students’ writing skills.
Detail
a scenario presenting the stages of a lesson teaching writing on a
topic of your choice from a textbook familiar to you.
How can
the teacher get the balance right between accuracy and fluency in
writing?
What do
you understand by the
need to develop the students’ communicative potential in writing?