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1、Unit 12 Teaching Writing,Aims of the unit,What, Why and how do we write? A communicative approach to writing Problems in writing tasks in existing textbooks and classroom teaching A process approach to writing Motivating students to write Designing writing tasks Writing through the Internet,12.1 Wha
2、t, why and how do we write,What do we write? letters, journals, notes, instructions, posters, essays,reports, menus, etc. Why do we write? to convey messages, to keep a record of what is in our mind, to communicate, to raise awareness of how language works, to become more familiar with the linguisti
3、c and social conventions of writing in English, etc. 3. How do we write? collaborative and solitary,ELT writing vs. writing in reality,Two major differences: writing as language learning (to consolidate language that is recently studied) vs. writing for communication (to convey messages or for self
4、creation) ELT writing tasks lack authenticity. ELT writing tasks focus on the product rather than process, ignoring planning, drafting, rewriting stages. We should make students want to write in the first place, then teach them how to write.,12.2 A communicative approach to writing,Students are moti
5、vated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent) Writing for an intended audience: creative writing intended to be read by other people With different audiences and different purposes, the writing piece could vary greatl
6、y. Writing activities can be “writing for learning”, “writing for communication” and somewhere between.,12.3 Problems in writing tasks,They are mainly accuracy-based. They are designed to practice a certain target structures. There is insufficient preparation before the writing stage. There is no se
7、nse of audience. There is no sense of authenticity. Students are given ideas to express rather than being invited to invent their own. There is no opportunity for creative writing, for expressing unusual for original ideas. Many of them are test-oriented.,12.4 A process approach to writing,12.4.1 Fe
8、atures of process writing (Brown, 1994) Focus on the process of writing that leads to the final written product; Help students understand their own composing process; Help students build repertoires of strategies for prewriting, drafting, and rewriting; Give students time to write and rewrite;,Place
9、 central importance on the process of revision; Let students discover what they want to say as they write; Give students feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention; Encourage feedback both from the instructor and pee
10、rs; Include individual conferences between teacher and students during the process of composition.,12.4.2 Procedures of process writing p.214,Creating a motivation to write; Brainstorming; Mapping; Free writing; Outlining; Drafting; Editing; Revising; Proofreading; Conferencing.,Stage 1: Creating a
11、motivation to write,Why? Only when students have a clear purpose or a reason to write, will they feel motivated or eager to write. How? the topic for writing should be familiar, meaningful and relevant to students life and interest.,Stage 2: Brainstorming,It refers to students work together to brain
12、storm ideas for writing. How? Students can list all the ideas related to the topic on a piece of paper or on the blackboard.,Stage 3: Mapping,to organize the generated ideas, by using a diagram or an outline. to select from the list those useful ideas to be included in their writing to see how these
13、 ideas can be put together in a coherent or logical way to present a convincing argument.,Stage 4: Freewriting,It refers to the stage when students start writing freely about the topic following mapping. It helps students develop fluency in writing.,Stage 5: Outlining,An outline usually illustrates
14、the main organizing structure and the most important points of the essay. 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.,Stage 6: Drafting,Students are given enough time to write the first d
15、raft. At this stage, the development of ideas are more important than getting grammatical structures, punctuation or spelling correct.,Stage 7: Editing,It refers to the stage when students read through their writings and check the clarity of ideas or the logical development of their arguments. Also,
16、 students check carefully the grammar, spelling and punctuation of their writings. Editing may take two forms: peer editing and self-editing.,Stage 8: Revising,It is the stage when teachers guide students to make necessary improvements in both organization and contents, 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,Stage 9: Proofreading,Students read their writings agai
