INSTITUT PENDIDIKAN GURU KAMPUS SULTAN MIZAN,KOTA PUTRA, KG.RAJA, 22200 BESUT, TERENGGANU DARUL IMAN.

TSL 3107 TEACHING OF WRITING SKILLS IN THE PRIMARY CLASSROOM

SHORT COURSEWORK

TASK 1

NAME I.C NUMBER UNIT

: AHMAD IZZUL IRFAN BIN HASHIM : 920123-11-5281 : PISMP TESL 1 SEM 4

LECTURERS NAME : MR. MOHD ZAKI BIN MOHD AMIN SUBMISSION DATE : 1ST AUGUST 2013

A Process Genre Model for Teaching Writing, by Guo Yan

PRODUCT APPROACH

PROCESS APPROACH

GENRE APPROACH

PROCESS GENRE MODEL

The approach/model explained Teachers focus on what a final piece of writing will look like and measure it against criteria of vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation, as well as content and organization (Brown 1994, 320) Identifies four stages in writing: (1) prewriting, (2) composing/drafting, (3) revising, and (4) editing (Tribble 1996). By investigating different genres, students can perceive the differences in structure and form and apply what they learn to their own writing. The teaching procedure for the process genre approach is divided into the following six steps: (1) preparation, (2) modeling and reinforcing, (3) planning, (4) joint constructing, (5) independent constructing, and (6) revising.

An important element Consists of three of the process phases: (1) the target genre is modeled for approach is the the students, (2) a text meaningfulness it is jointly constructed by brings to learners, who the teacher and make a personal students, and (3) a text connection to the topic is independently and come to constructed by each understand the student. processes they follow when writing about it. Weaknesses It views the process as the same for all writers, regardless of what is being written and who is doing the writing It gives insufficient importance to the purpose and social context of the piece of writing. Strengths It undervalues the processes needed to produce a text and sees learners as largely passive (Badger and White 2000).

Ignores the actual processes used by students, or any writers, to produce a piece of Writing. This approach requires constant error correction, and that affects students motivation and selfesteem.

The product approach still has some credibility because at some point there will be a final draft that requires attention to grammar, spelling, and punctuation.

It allows students to understand the steps involved in writing, and it recognizes that what learners bring to the writing classroom contributes to the development of the writing skill (Badger and White 2000).

Succeeds at showing students how different discourses require different structures. In addition, introducing authentic texts enhances student involvement and brings relevance to the writing process.

Curriculum Cycle Stages (Gee, 2005) 1. The field-building activities 2. The text modelling and a deconstruction of the text. 3. The joint production of similar spoken text by teachers and students 4. The independent construction of the text by the learners.

Stages which are suitable to be applied at Senior High School in Indonesia 1. Building knowledge of the field 2. Modelling of text 3. Joint construction of the text 4. Independent construction

Genre Based Approach

Teaching and Learning Cycle (Paltridge, 2001) 1. Building knowledge of field 2. Modelling of text 3. Join construction of text 4. Independent construction of text

Phases Essential For Developing Control of a Genre (Derewianka) 1. Content exploration 2. Text exploration based on model texts 3. Joint construction of a text 4. Individual application

Approaches To Process Writing

What is Process Writing

The process approach treats all writing as a creative act which requires time and positive feedback to be done well. The teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself

Why should teachers be interested in a process approach to writing?

White and Arntd say that focusing on language errors 'improves neither grammatical accuracy nor writing fluency. Research also shows that feedback is more useful between drafts, not when it is done at the end of the task after the students hand in their composition to be marked.

The changing roles of teacher and students

The teacher needs to move away from being a marker to a reader, responding to the content of student writing more than the form. Students should be encouraged to think about audience: Who is the writing for? What does this reader need to know?

What stages are there in a process approach to writing?

Pre-writing Focusing ideas Evaluating, structuring and editing

Importance of Feedback
Positive comments can help build student confidence and create good feeling for the next writing class. It also helps if the reader is more than just the teacher.

Writing as communication
Process writing is a move away from students writing to test their language towards the communication of ideas, feelings and experiences.

Potential problems
Writing is a complex process and can lead to learner frustration. Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so