teaching writing... ends and means.ppt

7/23/2019 Teaching Writing... Ends and Means.ppt

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Teaching Writing: Ends and MeansTeaching Writing: Ends and Means

Presenter:Presenter:

Monjurul AlamMonjurul Alam Associate Professor Associate Professor

Institute of Modern LanguagesInstitute of Modern Languages



““Teaching Writing” means…Teaching Writing” means…

EFL Teachers often

! Teach ho" to "rite “#entences”$

! %se &rammar as a means of teaching'

! &i(e some "riting tas)s "riting *aragra*hs+

essa,s+ letters+ etc'

! Feed-ac) Error .orrection / Editing #cri*ts'

/

Feel that “Teaching Writing” has -een done'



““Learning Writing” means…Learning Writing” means…

EFL 0 E#L Learners

! Aims at translating nati(e languagethoughts into target language1s2

! %se grammatical rules "hile translating

! Ado*t “Thin)3#a,” strateg, "hile "riting

! 4ardl, re(ise their "riting

/

#atisfied that the jo- has -een done'



5ut…5ut…

! 6esearch 0 Em*irical #tudies sho" that

current *ractices and understanding

neither result in learners7 1desired2

achie(ements nor teachers7 1e8*ected2

success'

! That is+ most L90EFL "riters remain

ine8*erienced 1or+ less successful2 in"riting'



5ecause…5ecause…

! According to researches

! L90EFL student "riters cannot -ecomesuccessful "riters -ecause of t"o factors

i2 strategies used / ii2 "riting *rocessmani*ulated'1amel+ ;<=9> 6aimes+ ;<=?2

! In terms of "riting *rocesses there is

e(idence of less planning + having nogoals (purposes)+ and organizingmaterials' 1@ictori+ ;<<<> #il(a+ ;<<2



#o…#o…

Teachers7 current a**roaches 3 i'e' Teaching

Writing are not successful'

5ecause 3

! Ma,-e+ not trained “4o" to teach "riting” or+

! ha(e misconce*tions a-out “teaching "riting”'

As a result+ "hat "e see is 3 instead of “Teaching”

all through+ the "riting teachers end u* “Testing”learners7 a-ilit, to "rite'



What does theor, sa,$What does theor, sa,$

Writing is a .ogniti(e Process

6esearch in L; "riting *rocess:

a2 .ogniti(e Process Model BFlo"er and4a,es 1;<=;2C

-2 Dno"ledge Telling / Dno"ledgeTransforming Model B#cardamalia /

5ereiter 1;<=2Cc2 L9 .om*osing Process Model BWang3Wen 1992C



What does theor, sa,$What does theor, sa,$

1-, com-ining most the e8isting theories "e ma,define2

Writing is a *rocess in "hich learners areengaged in a goal directed cogniti(e acti(it,em-edded in social conte8t

The aim of teaching "riting is 3

to ma)e the learners journe, from “in3e8*erienced” 0 “no(ice” "riters to “e8*erienced” 0“e8*ert” "riters'



Theor, of E8*ertise in WritingTheor, of E8*ertise in Writing

1.arter+ ;<<21.arter+ ;<<2

It is a com-ination of cogniti(e and social

theories and holds that learners learn to

"rite as the, mo(e from )no"ledge that is

relati(el, general to )no"ledge that is

relati(el, local'

That is+ student "riters de(elo* e8*ertise as

the, mo(e through the different stages ofa continuum+ as follo"s:



E8*ertise in Writing .ontinuumE8*ertise in Writing .ontinuum

;' Go(ice 1%se onl, general strategies> ha(e no or+ little

local )no"ledge2

9' Ad(anced 5eginners 1%se less general strategies>

/ some s*ecific )no"ledge 2' .om*etent Writers 1He(elo*ed general "riting

strategies> Go "riters7 -loc)> "rite for an audience2

' E8*erienced Writers 1%se more Local Dno"ledge

and &eneral Dno"ledge2 ?' Proficient Writers 1E8*ert user of -oth general and

local )no"ledge2



Theor, of E8*ertise in WritingTheor, of E8*ertise in Writing

! Im*lications: Writing teachers should

5egin "ith general "riting to*ics 1domain3free+ audience3free and *ur*ose3less2>

And .ontinue to and through+ 1domain3s*ecific+ audience3s*ecific+ and*ur*osefull2 "riting acti(ities *ro(iding

“cogniti(e a**renticeshi*”BDrashen 1iJ;2+ scaffolding+ PH1@,gots),+ ;<=2C



#tudent Writers should -e 3#tudent Writers should -e 3

Taught to o(ercome Writer7s 5loc) issues thatcause a "riter to e8*erience an8iet, and -ars"ritten *roduction -, modeling "hilescaffolding' B.umming+ ;<<?C

Taught the distinction -et"een “Writing #entences”and “Writing a Hiscourse”

#entence: a grou* of "ords com-ined and ha(ing

a sense'Hiscourse: a series of sentences organiKed

coherentl, to con(e, a message'




! Made a"are of the language s*ecific cultural

distinctions -et"een the L; and the Target

Language 1here+ English2

-, sho"ing .ontrasti(e #,ntactic Anal,sis:e'g' 1in 5angla+ the -e3(er-s are often silent>

"hereas in English the, are o-ligator,2

It is raining'

e„wlU n‡yQ|#o that+ students a(oid “"ord for "ord” translation

and -e oriented to the culture of the language'




Taught to Write for a Pur*ose 1&oal #etting2:

That is+ to narro" do"n7 the choice1s2 from theman, correct issues to "rite a-out an, su-ject'

For e8am*le+ the to*ic “dormitor, food” can -enarro"ed do"n as follo"s:i2 Ho ,ou "ant to arouse *it, in the readers as thestudents ha(e to eat intolera-le food$

ii2 Ho ,ou "ant to anal,Ke large3scale institutional

coo)ing$iii2 Ho ,ou "ant to com*are %ni(ersit, of Hha)a dormfood to that ser(ed at %ni(ersit, of .hittagong$

3 to de(elo* a0the *ur*ose for "riting'



Write for a Pur*ose 1&oal #etting2:Write for a Pur*ose 1&oal #etting2:

Ans"er to such Nournalistic Ouestions li)e+ Who$ What$ Where$ When$ Wh,$4o"$ #o What$

"hile "hile0-efore starting to "rite "ill leadto *ur*oseful and audience3s*ecific"riting'

And ha(ing a *ur*ose and an audience"ill e(entuall, hel* them shun the “Thin)3#a,” strateg, and -e “goal3directed'”




E8*osed to a (ariet, of Feed-ac)

*rocedures> e'g' student3teacher one on

one conference> *eer3feed-ac)> etc'

! Feed-ac) acts as .ogniti(e Loo*'

! To encourage 6e(ision "hich is different

from *roof reading'

! To encourage Multi*le Hrafting -efore the

final *roduction 1"rite3u*2'



.oncluding remar)s:.oncluding remar)s:

! While *lanning "riting lessons the

teacher should *ostulate the ends first and

then formulate the means to that end'

! It is the guidance+ and onl, through *ro*er

guidance 1associated *ains of the teacher2

can ma)e the student3"riters ha(e a good

start as "ell as a good finish'



Than) ,ou'Than) ,ou'

teaching writing... ends and means.ppt

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