《英语教学法》课程教学课件（讲稿）Unit 12 Teaching Writing

Unit 12TeachingWriting

Teaching Writing Unit 12

I. The nature of writing in reality1. What do we write in reality?2. Why do we write?3. How do we write?4. Is writing in our Englishthe sameteaching classroomsas writing in reality?

1. What do we write in reality? 2. Why do we write? 3. How do we write? 4. Is writing in our English teaching classrooms the same as writing in reality? I. The nature of writing in reality

II. Problems in Classroom Writing Tasks■accuracy-basedwritingtasksdesigned to practise certain target structuresinsufficient preparation beforethe writingstagenosense of audiencel authenticityno opportunity for creative writing口test-orientedWang:212

 accuracy-based writing tasks designed to practise certain target structures insufficient preparation before the writing stage no sense of audience/ authenticity no opportunity for creative writing  test-oriented II. Problems in Classroom Writing Tasks Wang: 212

Ill. Communicativeapproach to writingGenerally speaking, the place of writtenexercises is to consolidate the newlylearned language. However, mechanicalwriting activities do not themselvesmotivate thestudents much

Generally speaking, the place of written exercises is to consolidate the newly learned language. However, mechanical writing activities do not themselves motivate the students much. III. Communicative approach to writing

Inorder to motivate students to write,it isnecessaryto engage the students in some act ofcommunication.i.e.writing for a specificrecipient, or engaging in an act of creativewriting where their work is intended to be readbyotherpeople(intended audience).In short,students can be motivated by authentic writingtasks that have some communicative elements

In order to motivate students to write, it is necessary to engage the students in some act of communication. i.e. writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people (intended audience). In short, students can be motivated by authentic writing tasks that have some communicative elements

It should be noted that at the stage of languagelearning, not everything can be purelycommunicative; the learners do many activitieswhile keeping an eye on certain languageelements.So writing activities can be between“writing for learning " and "writing forcommunication"(Wang:209)

It should be noted that at the stage of language learning, not everything can be purely communicative; the learners do many activities while keeping an eye on certain language elements. So writing activities can be between “writing for learning ” and “writing for communication”. (Wang: 209)

practiceDo Task No. 2 and No 3.(Wang:209-211)

practice Do Task No. 2 and No 3. (Wang: 209-211)

IV. A process approach to writingProduct approach(Wang:208)Process approach(Wang:213-219)

Product approach Process approach IV. A process approach to writing (Wang: 208) (Wang: 213- 219)

The'process approach'is defined as'an approachtotheteachingof writingwhichstressesthe creativity of the individual writer,and whichpays attentiontothe development of good writing practices rather than the imitation of models'(Tribble,1996,p160).Thus,thefocusshiftsfromthefinal product itselfto the different stagesthe writer goesthrough in orderto createthisproduct.Thatis bybreaking downthetaskasawholeintoitsconstituentparts

The 'process approach' is defined as 'an appro ach to the teaching of writing which stresses th e creativity of the individual writer, and which p ays attention to the development of good writin g practices rather than the imitation of models'. (Tribble, 1996, p160). Thus, the focus shifts fro m the final product itself to the different stages the writer goes through in order to create this p roduct. That is by breaking down the task as a whole into its constituent parts

WritingProcessesCreating a motivation to writeBrainstormingMappingFree writingOutliningDraftingEditingRevisingProofreading(Wang:213-219)Conferencing

Writing Processes  Creating a motivation to write  Brainstorming  Mapping  Free writing  Outlining  Drafting  Editing  Revising  Proofreading  Conferencing (Wang: 213-219)