Teaching By Principles H. D. Brown Chap. 21 Teaching Writing Teaching By Principles H. D. Brown

1. Composing & Writing Composing process of writing Written text as the result of thinking, drafting, revising procedures Focus on generating ideas, organizational features, discourse markers (cohesion & coherence), revising processes, editing, & producing to share

2. Process & Product Balance between process & product More process-oriented approach in CLT Emphasis on individual & collaborative thinking processes Elbow(1973): Meaning is not what you start out with but what you end up with.- ‘interactive & dialectic’ nature of meaning negotiation rather than ‘static’!

3. Rhetorical structures Kaplan (1966): race & rhetorics-insightful but simplistic & overgeneralized Cultural predisposition & schooling effects More from research on English as L1

4. Differences b/w L1 & L2 Issue of correctness & appropriateness: Where to draw a line? Decide levels of appropriateness based on contexts. Consider sociocultural & linguistic differences of L2 learners. Assessment of writing: reflect difference in L1 & L2.

5. Authenticity Real writing vs. Display writing Meaningfulness & goal-oriented based on sts’ needs & interests Teachers’ ability to provide more authentic tasks for real use of writing in class & social context

6. Responder to St’s writing Ferris(1997) 1) ask more specific details rather than simple questions 2) summary comments on grammar rather than just positive comments

7. Voice & Identity -preserving cultural & social identities -relates to authenticity & writing for meaningful purposes in sociopolitical contexts.

Types of Written Language Writers’ view Permanence Production time Distance Orthography Complexity Vocabulary Fomality

Micro-/Macroskills for writing See Table 21-1 (p. 399) Types of classroom writing performance Imitative or writing down Intensive or controlled, guided, dicto-comp Self-writing Display writing Real writing

*Principles for Designing Writing Techniques Incorporate what ‘good’ writers do Strike balance b/w process & product Account for cultural/literary background Connect reading & writing always Provide as much authentic writing as possible

* Principles for Designing Writing Techniques 6. Use the framework of prewriting, drafting & revising -brainstorming, conferencing, critiquing (See Figure 21.3, p. 405) 7. Utilizing interactive techniques 8. Respond to & correct sts’ writing sensitively 9. Clearly instruct on the rhetorical, formal conventions of writing

Assessing writing Evaluation Checklists -Table 21.3(413): Content, Organization, Discourse, Syntax, Vocabulary, Mechanics Writing assessment tasks Imitative writing Intensive(controlled) writing Responsive writing Extensive writing

8. Example of Process writing Pre(Before)-writing: brainstorming to activate prior knowledge(schema), outlining While(During)-writing: conferencing, revising, editing Post(After)-writing: critiquing, author’s chair, publish in & outside class, making portfolio

8. Example of Process writing 1. Aesthetic --- Efferent Guided writing ---->Independent writing Guided writing: text conversion, focused revision & editing, sentence combining, guided paraphrasing, text elicitation (grammar, structure), dictation, cloze tests Writer as inquirer/author (See Short, Harste, & Burke, 1996: Handout)

9. Caveats of Teaching Writing Focus on fluency & meaning Multiple revisions & positive feedback Readers as writers Writing skills & strategies develops through writing-keep writing Writing with specific purpose: Share & publish in group/classroom website or for outside readers

10. Bottom-up process: Parts --- Whole

10. Top-dowm process: Whole --Parts --- Whole

11. Relationships of skills Thinking