1. Unit 10 Teaching Writing Welcome

2. 2 Teaching Objectives 1. The purpose of writing class; 2.The nature of writing in reality; 3.A communicative approach to writing; 4.Problems in writing tasks in existing textbooks; 5. A process approach to writing; 6. Writing through e-mail.

3. 3 I. The purpose of writing class 1. By writing, students can learn the language and culture; 2. By writing, students can improve their listening, speaking and reading abilities; 3. By writing, students can improve their thinking ability.

4. 4 II. The nature of writing in reality There is a great variety of things we write in reality, for example, letters, journals, notes, instructions, posters, essays, re ­ ports, menus. We write for various reasons, such as to convey messages or just to keep a record of what is in our mind. As to the way we write, we all have our own way. There is a great variety of things we write in reality, for example, letters, journals, notes, instructions, posters, essays, re ­ ports, menus. We write for various reasons, such as to convey messages or just to keep a record of what is in our mind. As to the way we write, we all have our own way.

5. 5 II. The nature of writing in reality Comparing writing in our English teaching classroom with writing in reality: First, writing in the ELT classroom (also as homework) is often seen as a means to consolidate language that is recently studied. Second, the teacher gives a topic or a selection of topics, a set of requirements, and a time limit. The students finish the task within the time limit and hand in the final product.

6. 6 III. A communicative approach to writing Communication writing means either writing for a specific recipient, e.g. writing a letter to a friend or parent, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. Communication writing is authentic writing tasks that have some communicative elements. Communication writing means either writing for a specific recipient, e.g. writing a letter to a friend or parent, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. Communication writing is authentic writing tasks that have some communicative elements.

7. 7 III. A communicative approach to writing Writing activities can be between “ writing for learning ” and “ writing for communica ­ tion ” : Activities 1--6 Activities 1--6

8. 8 IV. Problems in writing tasks The deficiencies of writing tasks in existing English textbooks : 1.They are mainly accuracy-based. 2.They are designed to practise certain target structures. 3.There is insufficient preparation before the writing stage. 4.There is no sense of audience.

9. 9 IV. Problems in writing tasks 5.There is no sense of authenticity. 6.Students are given ideas to express rather than being invited to invent their own. 7.There is no opportunity for creative writing, particularly for expressing unusual or original ideas. 8.The influence from Chinese.

10. 10 V. A process approach to writing Features of process writing: Focus on the process of writing that leads to the final written product; Focus on the process of writing that leads to the final written product; Help student writers to understand their own composing process; Help student writers to understand their own composing process; Help them to build repertoires of strategies for prewriting, drafting, and rewriting; Help them to build repertoires of strategies for prewriting, drafting, and rewriting; Give students time to write and rewrite; Give students time to write and rewrite; Place central importance on the process of revision; Place central importance on the process of revision;

11. 11 V. A process approach to writing Let students discover what they want to say as they write; Let students discover what they want to say as they write; Give students feedback throughout the composing process (not just on the final product) to consider as they attempt to bring their expression closer and closer to intention; Give students feedback throughout the composing process (not just on the final product) to consider as they attempt to bring their expression closer and closer to intention; Encourage feedback both from the instructor and peers; Encourage feedback both from the instructor and peers; Include individual conferences between teacher and student during the process of composition. Include individual conferences between teacher and student during the process of composition.

12. 12 VI. Writing through e-mail E-mail provides a perfect mechanism for students to submit drafts and for teachers to look them over at their convenience and send them back with comments — once, twice, or several times. New ideas are shared promptly and can be responded to quickly. Another advantage is that the teacher can easily store all the drafts of a document for later review and analysis of the revision process. All these help to promote the applica ­ tion of the process approach to writing in the ELT classroom. E-mail provides a perfect mechanism for students to submit drafts and for teachers to look them over at their convenience and send them back with comments — once, twice, or several times. New ideas are shared promptly and can be responded to quickly. Another advantage is that the teacher can easily store all the drafts of a document for later review and analysis of the revision process. All these help to promote the applica ­ tion of the process approach to writing in the ELT classroom.

13. 13 VII. Assignments 1.Review the text & do all the exercises; 2.Read Chapter 6 of TLEBC 3.Write an e-mail of anything you like to me.

14. 14