英语教学法教程十二单元Teaching Writing

Aimsoftheunit1.What,whyandhowdowewrite?2.Acommunicativeapproachtowrite3.Problemsinwritingtasksinexistingtextbooksandclassroomteaching4.Aprossapproachtowriting5.Motivatingwritingtasks6.Designingwritingtasks7.WritingthroughtheInternet12.1What,whyandhowdowewrite?Q:Whatdowewrite?As:Writingisareal-liferealityletters,journals,notes,instructions,posters,essays,reports,menus,fillinginforms,answeringquestionnairesandsimilartasksQ:Howdowewrite?As:BothcollaborativeandsolitaryInteractiveorcollaborativewriting:projectwork,poster,etcSolitarywriting:someneverputdownawordbeforerehearsingthesentencemanytimesintheirminds;otherswritedownanythingthatcomestotheirmindbeforetheystartdraftingandthendoalotofeditingandproof-readingQ:Whydowewrite?As:Wewriteforvariousreasons:toconveymessages,keeparecordofwhatisinourmindraiseawarenessofhowlanguageworkshelpSsbecomemorefamiliarwiththelinguisticandsocialconventionsofwritinginEnglishWritinginEnglishteachingclassroomVSwritinginrealityWritinginEnglishteachingclassroom:First,itisameanstoconsolidatelanguagethatisrecentlystudied.Sswritefromother’sideas;beseenaslanguagelearning;personalexperiencescannotcontributetothegiventopic;Thisispseudowriting.Second,theteachergivesatopicoraselectionoftopics,asetofrequirements,andatimelimit.TheSs’workisevaluatedbasedonaccuracyofthefinalproduct.Theprocessisvirtuallyignored.Writinginreality:First:mostwritingisforcommunication,conveymessagesorforselfcreation(suchaspoems)Second:havesomeideaslongbeforeweputthemonpaper;oftenplan,draft,andrewriteInaword,weshould:advocateauthenticwritingadvocatetheprocessapproachtowritingmakeSswanttowriteinthefirstplace,thenteachthemhowtowrite12.2AcommunicativeapproachtowritingA.WritingforconsolidatinglanguageB.WritingforcommunicationSsinsomeactofcommunicationWritingforaspecificrecipient(e.g.writingalettertoafriendorparent)AnintendedaudienceInshort,Sscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.C.Between“writingforlearning”&“writingforcommunication”Ssaremotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.Writingforaspecificrecipient(e.g.afriend,parent)Writingforanintendedaudience:creativewritingintendedtobereadbyotherpeopleWithdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.Writingactivitiescanbe“writingforlearning”,“writingforcommunication”andsomewherebetween.Task2Activity1:it’sobviously“writingforconsolidatinglanguage”.AlltheSshavetodoiscombinethesentencepairsintoonesentenceandmakeotherminorchanges.Thereisnocommunicationintheactivity.Activity2:itcanbeconsideredas“writingforcommunication”thoughthesituationisanimaginedone.IftheSswritetrulyaboutthesightseeingpossibilitiesintheirlocalitytheactivitypromotesalotofcommunication.Activity3:itcanbeconsideredas“writingforlearning”and“writingforcommunication”.ItdependsonwhotheSsarewritingto.Ifthewritingistobereadbyclassmates,thereisnocommunication.Ifthewritingistobereadbyotherpeople,itiscommunication.Task3Ssshouldbemoremotivatedtowritethethingsthataremorecommunicativeandclosetotheirdailylife.12.3ProblemsinwritingtaskThedeficienciesthatcausetheproblemsinwriting:1.Theyaremainlyaccuracy-based.2.Theyaredesignedtopractiseacertaintargetstructure.3.Thereisinsufficientpreparationbeforethewritingstage.4.Thereisnosenseofaudience.5.Thereisnosenseofauthenticity.6.Thereisnoopportunityforcreativewriting,particularforexpressingunusualororiginalideas.8.Manyofthemaretest-oreinted.12.4AprocessapproachtowritingFeaturesofprocesswriting(Brown,1994):1.Focusontheprocessofwritingthatleadstothefinalwrittenproduct;2.HelpSsunderstandtheirowncomposingprocess;3.HelpSsbuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;4.GiveSstimetowriteandrewrite;5.Placecentralimportanceontheprocessofrevision;6.Letssdiscoverwhattheywanttosayastheywrite;7.Givessfeedbackthroughoutthecomposingprocesstoconsiderastheyattempttobringtheirexpressioncloserandclosertointention;8.Encouragefeedbackbothfromtheinstructorandpeers;9.IncludeindividualconferencesbetweenTandSduringtheprocessofcomposition.Theproceduresofprocesswriting1.Creatingamotivationtowrite;2.Brainstorming;3.Mapping;4.Freewriting;5.Outlining;6.Drafting;7.Editing;8.Revising;9.Proofreading;10.Conferencing.Stage1.creatingamotivationtowrriteOnlywhenSshaveaclearpurposeorreasontowrite,willtheyfeelmotivatedtowrite.TshouldtrytocreateareasonforSstowrite,makethemfeelinterestedandhavethingstosay.Thetopicforwritingshouldbefamiliar,meaningful&relevanttoSs’life&interest.Stage2BrainstormingSsworktogethertobrainstormideasforwritingSscanlistalltheideasrelatedtothetopiconapieceofpaperorontheblackboard.TheimportantthingistogetSstothinkfreely&putdownallpossibleideasthatcometotheirmind.Exampleof“Smoking”Stage3MappingHelpsSsorganisethegeneratedideas,byusingadiagramoranoutlineGiveSstheopportunitytoselectfromthelistthoseusefulideastobeincludedintheirwritingandalsotoseehowtheseideascanbeputtogetherinacoherentorlogicalwaytopresentaconvincingargument.Exampleof“Smoking”Stage4FreewritingSsstartwritingfreelyaboutthetopicfollowingmappingUsua