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* Sign Up * | * Log In inShare0 * Embed Doc * Copy Link * Readcast * Collections * CommentGo Back Download Philippine Normal UniversityTaft, Avenue ManilaCollege of Language, Linguistics and LiteratureDepartment of English A Matrix on theApproaches to Teaching Writing

Prepared by DE LEON, Romynna JoyceMADRIGAL, AngelieSANTOS, Iris MaeIII 13 BSE EnglishProf. A li Anudin Approachesto TeachingWritingGoals andObjectivesDescriptionProcess(How does the p rocesswork?)Learners Role Teachers RoleEmphasis orDominantFeaturesSample Activitie sControlled-to- FreeApproach St ress th emas t ery ofgramma tic aland syn t a ctic forms y G rew ou t ofALM dur i ng th e 1950sand early1960s. y W r iti ng i s c on c ernedongramma tic al s t ru ct uresand error i spreven t ed. y I t i s sequen ti al.

y T h e s t uden t s are f i rs t g i ven sen t en c eexer ci ses, th enparagrap h s t o c opy or man i pula t egramma tic ally by ch ang i ng ques ti ons t os t a t emen t s, presen t t opas t , or plural t os i ngular. y

T h ey m i g ht also ch angewords t o c lauses or c omb i ne sen t en c es. y W ith th ese c on t rolled c ompos iti ons, it i srela ti vely easy t o for s t uden t s wr it e and ye t avo i d errors, w hich makes error c orre cti

oneasy. St uden t s areallowed t o t ry some free c ompos iti on af t er th ey h ave rea ch ed an i n t ermed i a t e level ofprof ici en c y.Pra ctic e and h ab it ua t e c orre ct s t ru ct ures th us learn t o wr it e on th e i r own.Develop t

e ch n i quesw hich w i llenable th es t uden t t oa chi eve th e i r mas t ery i ngrammar andsyn t a ctic forms. y E mp h as iz esa cc ur a c yra th er th anfluen c y or or i g i nal it y y St resses th

reefea t ur es:grammar,syn t axandme ch an ic s E xer ci ses w hich c ons i s t of p i e c es ofd i s c ourse. T h ey are i ns t ru ct ed t o c opyand make d i s c re t e ch anges or f i ll i n th eblanks.(e.g paragrap h pu zz le)

Free-WritingApproach y W r iti ngquan tit yover qual it y y T hi s wr iti ngevolves onsubje ct s th a t th e y T h e s t uden t s w i ll beasked t o wr it e freely onany t op ic w ith ou t worry i ng abou t grammar and spell i ngLearners wr it e for aper i od of ti

me i n c lasson a t op ic of i n t eres t t o th em. y Ass i gn vas t amoun t s offree wr iti ngon a g i ven t op ic . y E mp h as i s i sonfluen c y y Q u ic k wr it esw hich are ti me-l

i m it ed, done i nd i v i dually, andno t always y T o le t th es t uden t sfreely wr it eon g i ven t op ic s w ith onlym i n i mal c orre cti onof error.s t uden t sare i n t eres t ed i n, th osesubje ct sbe

c omes th e bas i sfor th ewr iti ng t asks. y L i m it ed t os t ru ct ur i ngsen t en c es y T h esewr iti ngsmay bekep t i n apor t fol i o or no t ebook.for 5-10 m i nu t es. y As th e s t uden t

s do thi sfrequen t ly, somebe c omes fluen t i nwr iti ng th a t pu tti ngwords i n t o wr iti ng i s no t fr i g ht en i ng anymore. y O n c e th e i deas aremade, gramma tic ala cc ura c y, organ iz a ti onw i ll c ome nex t

. y Si mplyreads th es h or t p i e c es and c ommen t son th e i deas of th ewr it er.ra th er th anona cc ur a c yandform y C on c ernfor aud i en c e and c on t en t s h ared; y D i alogue journals, wr itt en

t o a t ea ch er, a c lassma t e or o th er par t ner w h o th enresponds (Pey t on& St a t on, 1996). GrammarSyntaxOrganization Approach Pay a tt en ti on t o organ iz a ti onw hi le work i ngon th ene c essarygrammar andsyn t ax. y T h eapproa ch l i nks th epurpose ofa p i e c

e ofwr iti ng t o th e forms th a t areneeded t ounders t and th emessage. y W r iti ng i sno t c omposedof separa t e St uden t s are t ra i ned t o paya tt en ti on t o organ iz a ti on w hi le th ey also work on th e ne c essarygrammar and syn t

ax by wr iti ngmore th an one of th e fea t ures i n th e c ompos iti on d i agram. W r it er and learner. Fa ci l it a t or ofwr iti ng a cti v iti es.( T h ey dev i sewr iti ng t ask.) y O rgan iz a ti on y G rammar y S yn

t ax W r iti ng se t s of i ns t ru cti ons sk i lls w hich are learnedone byone. ParagraphPatternApproach y I n c rease i nforma ti onand re t a i nv it al i nforma ti on y T hi sapproa ch i sbased on th epr i n ci ple th a t

i n d i fferen t c ul t urespeople c ons t ru ct and organ iz e c ommun ic a ti on w ith ea ch o th er i nd i fferen t ways.Arrang i ng sen t en c es andparagrap h s i n t o par tic ular pa tt erns y C opy paragrap h sand i

m it a t e modelpassages y Pu t s c rambledsen t en c es i n t oparagrap h order I den ti fy general andspe ci f ic s t a t emen t sand ch oose t o i nven t an appropr i a t e t op ic sen t en c e or i nser t or dele

t e sen t en c es y J udge of th e f i n i s h produ ct O rgan iz a ti on A cti v it y 5: S las h S en t en c es (For c y c les I & II only) G i ve s t uden t s a se t ofsen

t en c e c ues and h ave th em wr it e as h or t narra ti veparagrap h . T h e pro c edure for thi sa cti v it y may be asfollows:Make c omle t esen t en c es a cc ord i ng t o th e model.Model: T h e S m ith s / S ummer / i n th e

c oun t ry/ spend T h e S m ith s spend S ummer i n th e c oun t ry.1. all / fam i ly / I n th emorn i ng / t o ge t up /arround / 8o c lo c k.2. Mr. S m ith / th ek itch en / c offee / t oprepare / t o go downs t ra i rs.3. hi s / w i fe / th

en /breakfas t / t o goou t s i de / i n / th egarden.

CommunicativeApproach U nders t and th e purpose ofa p i e c e ofwr iti ng i n c onne cti on t o it s aud i en c e. C ommun ic a ti veapproa ch s t resses th ereason or purpose of awr iti ng andaud i en c

e for it St uden t s are en c ourage t o i mag i ne th emselves as wr it ers i na real s c enar i o, g i v i ng th em th epurpose i n wr iti ng and th e i r aud i en c e or t o w h om th eys h ould wr it e. T o be h ave l i

ke wr it ers i n real l i fe.Aud i en c e/Reader ofs t uden t s wr iti ng,Make c ommen t s bu t does no t c orre ct th es t uden t s works,Prov i des th es t uden t wr it ers c on t ex t s t osele ct appropr i a t e c

on t en t ,language andlevels offormal it y.Appropr i a t elanguage (levelsofformal it y)Appropr i a t e c on t ex t and c on t en t W r iti ng le tt ers ( t ofr i end, t o pen pal, t oparen t s, e tc .) ProcessApproach T h e ma i ngoal ofpro c essapproa ch i s t

o h elplearners i mprove th e i r sk i lls a t alls t ages of th epro c ess y Pro c esswr iti ng i slearn i ng h ow t o wr it e( St one, 1995) y pro c ess ofd i s c overypro c essapproa ch' as ' an approa ch t o th e

t ea chi ngof wr iti ng w hich s t resses th e c rea ti v it y of th e i nd i v i dual wr it er,and w hich paysa tt en ti on t o th e T h ese s t ages generally i nvolved i fferen t forms of bra i ns t orm i ng,sele cti ng and order i ng i

deas,plann i ng, draf ti ng, redraf ti ngand rev i s i ng and ed iti ng. y T ra i ned t ogenera t e i deas for wr iti ng, thi nk of th epurpose andaud i en c e, andwr it e mul ti pledraf t s i n order t opresen t wr itt enprodu ct s th a t c ommun ic a t

e th e i r own i deas W ork th roug h th es t ages of wr iti ngpro c ess (pre-wr iti ng,draf ti ng, rev i s i ng,ed iti ng andpubl i s hi ng) y G i ves t uden t s ti me t o t ray i deasandfeedba c k on th e c on t

en t of w h a t th eywr it e i n th e i r draf t s y G i ves t uden t s ti me t o bra i ns t orm i deas andg i ve th emfeedba c k on th e c on t en t of w h a t th eywr it e

i n th e i r draf t sFo c useson th epro c essof c rea ti vewr iti ngra th er th an th eendprodu ct B ra i ns t orm i ng abou t people, pla c es, andfeel i ngs W r it e down or t ell apar t ner th e names ofpeople you c oulddes c r i be, th en qu

ic klyand br i efly des c r i beea ch one.2. T alk i ng andl i s t en i ng i n pa i rs or groups T ake t urns Re c ordposs i ble wr iti ng t op ic sor i deas as th ey ar i se developmen t ofgood wr iti ngpra ctic es ra th er th an th e i m

it a ti on ofmodels ' .( T r i bble, 1996,p160) s t uden t s grea t er respons i b i l it y for,and owners hi pof, th e i r ownlearn i ng dur i ng th e d i s c uss i on.3. Look i ng a t ar t St udy pa i n ti ngs,p h o t ograp

h s,draw i ngs, or s c ulp t ure i n maga zi nes or ar t books. English forAcademicPurposes E n c ourages t uden t s t o use E ngl i s h i nwr iti ngProdu c eflex i ble wr it ersfor a var i e t y ofwr iti ng t asks U ses A c adem ic wr iti ngwr iti nga cti

v iti esrang i ng fromlabora t ory no t es t oex t endedessays T h e s t uden t s are en c ouraged t o read a c adem ic prose and c ompare it t o th e i r own wr iti ng th en read ea ch o th ers work and h ave a c ons t ru cti ve c r itici sm.L i ngu

i s tic a cc ura c y i s lef t t o th ef i nalDraf t s t age; s t uden t s mus t sor t ou t c on t en t and organ i sa ti onbefore fo c us i ng on a cc ura c y . Presen t i deas i n E ngl

i s h .Produ c e wr iti ng th a t w i ll sa ti sfy a c adem ic s t andardsPreparess t uden t s t ofu t urea c adem ic wr iti ngFo c usesonpro c ess W r iti ng th a t w i lldevelop anargumen t , def i ne, c ompare and c on t ras

t , or summar i se, e tc .Pra ctic e i n no t et ak i ng ProcessGenre T hi s approa ch allows s t uden t s t o s t udy th erela ti ons hi pbe t weenpurpose andform for apar tic ular genre as th eyuse th ere c urs i vepro c esses ofprewr iti ng,draf ti ng,rev i s i on, and T h

eapproa ch i s th e c omb i na ti on of th e pro c essapproa ch andgenre basedapproa ch , i nw hich th es t uden t s ga i n th e benef it of th e rela ti ons hi pbe t weenpurposes andgener ic s t ru ct ures of anyPro c ess genre approa ch i sd i v i

ded i n t o th e follow i ng s i xs t eps: (1) prepara ti on, (2)model i ng and re i nfor ci ng, (3)plann i ng, (4) jo i n t c ons t ru cti ng,(5) i ndependen t c ons t ru cti ng,and (6) rev i s i ng. y refle ct s on th es i m i lar iti

es andd i fferen c es ex i s ti ngbe t ween d i fferen t t ypes of genres t ounders t and th e i r s it ua t ed use andvar i e t y. y De ci des on th e i npu t ( th elanguageappropr i a t e for apar tic ular aud i en c e or sk i lls i n

T ea ch ers are c ons i deredaud i en c e,ass i s t an t s,evalua t ors andexam i ners. T ea ch ers s h ouldadop t th e roleof ass i s t an t andgu i de and work c losely w ith s t uden t s t oen c ourage th em, offer i ng y th eformsandfun

cti ons ofsyn t a ctic alandlex ic alfea t ur esrequ i red by th a t genre y I n our h ouse des c r i p ti onexer ci se:learners m i g ht i nves ti ga t e th e k i ndof sen t en c es t ru ct ure used i nes t a t e agen t

sdes c r i p ti ons of a h ouse, th e k i nd ofvo c abulary used t o make th epos iti on sounda tt ra cti ve andw h ere th e pr ic e ed iti ng.Develops t uden t sawareness ofd i fferen t t ex t t ypes and of th e c ompos i ngpro c ess.longt erm i

mprovemen t th a t leads t o c ogn iti ve ch ange (Lek i 1992) asev i den c ed byrev i s i ons ofs t uden t swr iti ng par tic ular genreas well as th euse of th epro c esses ofpre-wr iti ng,draf ti ng,rev i s i ng, anded iti ng B adger and W hit e(2000). de ci d

i ng w h om th e po t en ti alaud i en c emaybe).abou t th esk i lls needed i nwr iti ng. h elpfulfeedba c k andsugges ti ons. T ea ch ers also c an makeeffor t s t o arouse c ur i os it y andselfc onf i den c eby ma tchi ngs t uden t i n

t eres t s t o th e wr iti ng t op ic , and th eys h ould besens iti ve t o any i nd i v i duald i fferen c es th a t ar i se i n th ewr iti ng pro c ess. Sh ould d i re ct ly t ra i n s t uden t sabou

t wr iti ngs t ra t eg i es. I n c lude th el i s t en i ng,speak i ng, andread i ng sk i lls i n th e wr iti ng c lass y sele cti ng th e c orre ct genre,de t er m i n i ng th epurpose andus i ngappropr i a t

elanguage appears. y A cti v iti es su ch asus i ng flow ch ar t s t o i llus t ra t e th eorgan iz a ti on ofpar tic ular genresand t ransla ti on. y argumen t a ti vewr iti ng genre and t o h ave th em use th a t knowledge t o c

ompose a t ex t ,bo th as a groupand i nd i v i dually References:Printed Sources: Ra i mes, A. (1983). Techniques in Teaching Writing. New York: O xford U n i vers it y Press, I n c .Re i d, J . M. (1993). Teaching ESL Writing. New York: Pren tic e Hall, I n c . Internet Sources: A cademic Writing: E AP . (1995, Mar ch ). Re t r i eved De c ember 15, 2010, from BB C

E ngl i s h T ea ch ers ' S upplemen t : htt p://www.uefap. c om/ar tic les/furneaux.pdf B adger, R., & W hit e, G . (2000, Apr i l). A P rocess Genre App roach to Teaching Writing. Re t r i eved De c ember 15, 2010, from E L T J ournal Volume 54/2: htt p://203.72.145.166/ E L T /f i les/54-2-6.pdf B

ello, T . (1997). Im p roving ESL Learners' Writing Skills. ERIC Digest. Re t r i eved De c ember 12, 2010, from E R IC D i ges t : htt p://www.er ic d i ges t s.org/1998-1/sk i lls. ht mYan, G . (n.d.). A P rocess Genre Model for Teaching Writing. Re t r i eved De c ember 15, 2010, from U . S Depar t men t of St a t e: O ff

ic e of E ngl i s h LanguageProgram : htt p://e c a.s t a t e.gov/forum/ T ea chi ng W r iti ng S k i lls Re t r i eved from htt p://www.s c r i bd. c om/do c /35440659/ T ea chi ngW r iti ngS k i llsPro c ess W r iti ng Re

t r i eved from htt p://www.develop i ng t ea ch ers. c om/ar tic les_ tcht ra i n i ng/pro c essw1_n ic ola. ht mNa ti on, I . S .P., (n.d.). Teaching ESL/EFL Reading and Writing. Ava i lable from htt p://books.google. c om.p h /books? i d= UEK 6j O r8sq8 C &pgParagrap h pa tt erns. Re t r i eved from

htt p://www.js t or.org/pss/40017384Paragrap h Pa tt ern Approa ch . Re t r i eved from www. ct u.edu.vn/gu i del i nes/s ci en ti f ic / th es i s/.../ th es i s%20proposal%20 E d.do c

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