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

2. 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

3. 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’!

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

5. 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.

6. 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

7. 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

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

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

10. 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

11. *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

12. * 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

13. 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

14. 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

15. 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)

16. 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

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

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

19. 11. Relationships of skills
Thinking