One of the most important skills that second language learners are required to develop is writing. A student when learning a language apart from the L1 needs to be able to write in that particular language. Therefore it is crucial that the teacher will establish the main elements of the writing. Second language learners need to understand an amount of grammar and vocabulary before learning to write but once they have grasped them, teaching can begin. The teacher’s role is to provide the students with all the properties needed in order to write. However, the different approaches to teach second language writing have developed and increased drastically over the past years. There are four major approaches: the product, the process, the ‘post-process’, and genre approach. In this essay, I will develop a writing lesson consulting published materials using two of the above approaches: the product and process approach. As part of the writing lesson I will be explaining the approaches used, why I chose these particular ones and the teaching context.
According to (Benesch, 1996; Johns & Price-Machado, 2001; Spack, 1997b) cited in Ferris and Hedgcock (2005:73) “particular expertise is required to teach writing to non-native speakers of English, therefore we need a systematic way of inquiring into the diverse background features, skills, schemata, and expectations of ESL writers so we can take this information into account when planning instruction”. After having collected the profile of the students it is important to set the goals and objectives of the lesson. Graves (2000:79) cited in Ferris and Hedgcock (2005:87) claimed that “clear goals help to make teaching purposeful because what you do in class is related to your ...
... middle of paper ...
...The teacher at the end taught writing applying both product and process approaches.
To conclude, when I was taught second language writing, the teacher used both product and process approaches. She usually combined approaches together to design a lesson plan; she would not rely solely on one. As we seen from the literature, writing classrooms consists of a combination of approaches, adopting them in ways which would be interesting and pedagogical. Even though the process approach is a more recent method than the product approach, many teachers and textbook writers combine components of product and process to teach writing. In this writing lesson the process approach was used in order to get students to brainstorm ideas, revise, edit and give peer feedback and the product approach was used to give model texts to the learners to help them with their writing.
English Language Learners (ELL) require thoughtful and careful instruction for both reading and writing education. Both of these skills are necessary for a bright future and to be a functioning citizen in Canada. Those that do not possess considerable literacy levels will be effectively 'locked out' from so much knowledge, information and ideas that are part of the culture of society (Christie 1990, 20). Having a low level of literacy usually means acquiring an unskilled job. The relationship between literacy levels and poverty is something that should not be ignored (Gibbons, 2002). Developing literacy skills in ELLs is a daunting task and especially with students that have not developed those skills in their first language originally. Through the Curriculum Cycle and proper scaffolding of writing strategies, this paper will provide a lesson plan that will help develop an ELL's writing skills. It will include many different tools that will help students gain an understanding and confidence of the narrative writing form.
In his essay, "Teach Writing as a Process not a Product," Donald Murray outlines the major difference between the traditional pedagogy that directed the teaching of writing in the past and his newly hailed model. Traditionally, Murray explains, English teachers were taught to teach and evaluate students' writing as if it was a finished product of literature when, as he has discovered, students learn better if they're taught that writing is a process. For Murray, once teachers regard writing as a process, a student-centered, or writer-centered, curriculum falls into place. Rules for writing fall by the way side as writers work at their own pace to see what works best for them.
The first essay given in this course was about our whole composing process. This essay was hard to write about and I remember having several grammar mistakes. Sitting down and writing my process on paper,
Her friend gave her support and allowed her to realize different perspectives to incorporate into her writing. Duffy’s sophomore year English teacher, gave her the guidance to improve her skill. Therefore, the methods teachers approach teaching their subject matter is imperative to their students’
There are various ways writers can evaluate their techniques applied in writing. The genre of writing about writing can be approached in various ways – from a process paper to sharing personal experience. The elements that go into this specific genre include answers to the five most important questions who, what, where, and why they write. Anne Lamott, Junot Diaz, Kent Haruf, and Susan Sontag discuss these ideas in their individual investigations. These authors create different experiences for the reader, but these same themes emerge: fears of failing, personal feelings toward writing, and most importantly personal insight on the importance of writing and what works and does not work in their writing procedures.
The first essay written in the class was based on the premise of an instance where we fell in love with reading or writing. This essay involved learning and using knowledge of writing process, rhetorical, genre, and overall subject matter. This use of writing process knowledge was prevalent in this
The social contextual perspective of writing looked at writing as situated in reflective processes of social and historical contexts, as well as reflections of classroom curriculum and pedagogy. Writing practices vary across cultures and contexts, and are shaped by writers’ social communications and interactions. Writing is also perceived as a nonlinear process and is closely related to social identities. Through the social contextual lens, the understanding of writing has been shifted from viewing writing as a personal activity or technique, to a mental, cognitive process shaped by the broader social, cultural and historical contexts. Given this, writing development should be considered as an activity that is tied closely to the literacy learning in the classrooms. Writing reflects the writers’ mental process and tells what they are at the specific moment that writing occurs, and is framed by the social, political, and cultural contexts at that moment. In particular, the social contextual perception of writing suggests that writing is a non-linear process so that there is no such a thing called template while learning to write. Students always bring in their own resources, prior knowledge and repertoire of language use to construct their own pieces and are inclined to apply diverse modes received from multi-media to their writing tasks in today’s writing practices. Framed by social contextual perspective, the development of written language is largely influenced by writers’ interactions and engagement in social communications, interactions, and
This artifact is a lesson plan I designed for a second grade class teaching grammar, writing, reading comprehension, connections to art, and project presentation that demonstrates my ability to support and expand each learner’s expression in speaking, writing, and other media. The lesson begins with grammar instruction, guided practice, and individual practice, which expands the learner’s writing skills. The learner’s writing expression is also supported through guided practice during the ‘Checking for Understanding’ section of the plan and expanded through the challenge of creative writing in the ‘Independent Practice’ section. I support each learner’s speaking skills by grading each student at or slightly above his or her level during the
the writing process has five stage. first stage prewriting. In this stage children should pick a top that he or she understand, consider the fact of writing and she or he are capable to identify the genre of the writing. Second stage is drafting, the purpose of drafting is to make sure that the idea of the works are emphasize. third stage revising, receiving works by sharing with group or classmate and also get a comment from a teacher or classmate. four stage editing, it is good idea of editing any work before submits it, editing is identify and correct your mistake like capitalization, punctuation and also grammar spelling. fifth stage is publishing, it is final copy of writing and sharing your work with other
... formulate their argument by first explaining the differences between the genres and acknowledging the opposing arguments. The author does this to answer any general questions the reader may have about such an english class and also provides the benefits. The author’s purpose to writing this piece was to persuade people that the way english classes are taught needs to be changed from covering general english subjects to introduction to different types of writing. The author believes students would benefit more from these classes and prepares them better for future classes and also writing in their professional careers.
Besides being able to effectively communicate in written form in their curriculum, middle school students are expected demonstrate their writing abilities by writing a composition in response to a prompt, an exposition or a narrative in various forms, on the state-wide standardize assessment, LEAP for the eighth grade or iLEAP for the sixth and seventh grade, in the spring of each year. These compositions are scored with a rubric in four areas: selected vocabulary, selected information, sentence diversity, and tone and voice. In order to achieve maximum points the students need to have, among other things, consistent control in all these areas with appropriate, relevant word choices, vivid and power verbs and stylistic techniques, with information that is relevant and appropriate to audience, with a variety of sentences, and with a clear, vibrant tone and voice that engages the audience. (Louisiana Department of Education, 2008).
For my research I met 9 students from each grade in high school in Al-Khobar city randomly and I give them ten questions to answer it from their perspective ,and from these ten questions I well discovered some reason in lack of interest in learning English language as a foreign language and how their family and teachers affect their thought and their interest
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
I believe in learning foreign languages for numerous reasons. Languages are the biggest source of freedom for me as a result of with a language you can accomplish almost anything, anywhere. Languages allow you to live anywhere in the world, which means the world is the limit. New locations means innovative job opportunities, a unique culture, and new friends. To me that is the biggest source of freedom available to anyone who is willing to spend some time and effort into learning a innovative language. Especially considering how the world is ting minisculeer and smaller in terms of the international communication that is occuring on around the world. It might be trouble-free to not learn a language 50 years ago, but now to be on top one must learn a language. I believe in
Multilingualism may be considered important for young South Africans for multiple reasons which include; cultural diversity and identity and prevention of globalization, for overcoming communication problems and language barriers, for enhancing cognitive ability, and in order to compensate for the inadequacies of South Africa's governing systems. All of these points will be discussed.