Writing Approaches
Writing versus speaking
Writers also don't have the benefit of using facial expressions, tone of voice, or gestures to help them communicate their ideas. As a result, one must often take great care to be as clear as possible when composing a text that another will read.
Writing also has a permanency to it that speaking does not. It's often easy to backtrack and self-correct when we're talking. The same isn't true for writing, though. Our errors are exposed for all to see…and judge.
Process and product
The product approach focuses on the final text that will be written. This approach assumes that writers know what they are going to write before they start. Students follow prescribed organizational patterns and in some cases, plug their ideas into templates or outlines. The emphasis with the product approach is on the result: generating a final, finished product.
The process approach focuses on how the writer reaches the final product. It assumes that a writer's ideas develop as he or she writes. There is a continuous interaction between "developing knowledge and continuously developing text" (Bereiter and Scardamalia, 1987). Using this approach, the instructor focuses primarily on helping a learner develop and express his or her ideas in a coherent way. Details such as structure or punctuation are usually dealt with in later stages of the writing process.
Both approaches have merit
As with all other approaches in ELT, we should look for a middle ground where both can work together. The reality is that both the product and process approach have merit and can be used to help learners express their ideas in writing.
As with all other approaches in ELT, we should look for a middle ground where both can work together. The reality is that both the product and process approach have merit and can be used to help learners express their ideas in writing.
The following chart shows a possible series of activities for the two approaches. As you'll see, the approaches have similar steps. Which approach a teacher uses will often depend on the kind of text learners are asked to write.
Product
|
Process
|
Model: Students analyze a model of good writing.
|
Awareness: Students become aware of good writing by reading.
|
Model manipulation: Students are taught parts of the model. They study grammar, vocabulary, linking words and expressions, etc.
|
Support: Students develop good writing strategies and learn grammar, vocabulary, and context.
|
Planning: Students write following a prescribed template (for example, students develop an outline based on their ideas).
|
Idea Generating: Students develop ideas using different brainstorming techniques.
|
1st Draft: Students write following their plan.
|
1st Draft: Students write ideas without overemphasis on accuracy. The focus at this stage is on getting the ideas down on paper.
|
Feedback: Students get feedback from the instructor.
|
Feedback: Students get feedback from various sources.
|
Edit: Students correct grammatical errors and "clean-up" writing based on feedback.
|
Revise: Students reflect on and clarify ideas based on feedback and eventually correct mistakes in grammar, spelling, and punctuation.
|
Final draft
|
Final daft
|
Designing writing activities
Ultimately, all writing activities should include certain elements to ensure student success. We'll discuss each of these points in upcoming chapters in this lesson.
Ultimately, all writing activities should include certain elements to ensure student success. We'll discuss each of these points in upcoming chapters in this lesson.
Writing activities should include the following:
|
|
Chapter 2
Pre-Writing
In order to express oneself coherently in writing, a person must be able to…
- define what his or her ideas are.
- organize the ideas in the text in an appropriate manner.
- use the correct structures (grammar) to express those ideas.
- select and use the appropriate vocabulary.
- identify and use appropriate style and tone in the text.
- spell and use punctuation appropriately.
As you can see from the list above, writing is a challenging task, even in one's native language, and definitely in another. An instructor should keep this in mind at all times. There are a number of things, however, that teachers can do in the pre-writing phase to prepare students to compose a text in English.
Establish a context and a purpose
As with the other skills, establishing a context and purpose is very important. This context will help students begin to think about how the writing topic relates to their own lives. They hopefully will develop opinions about it and become motivated to write.
As with the other skills, establishing a context and purpose is very important. This context will help students begin to think about how the writing topic relates to their own lives. They hopefully will develop opinions about it and become motivated to write.
Student level should also be taken into consideration. Students at the lowest levels may only be able to write words or very simple sentences. Students at higher levels may be encouraged to write paragraphs, multiple paragraphs, extended narratives, essays, and reports.
Raise learners' awareness of good writing
Instructors can use models of good writing to help students understand what is expected in certain contexts and with certain kinds of texts. The models can be from other student writing (like from a Language Experience process) or from published sources.
Instructors can use models of good writing to help students understand what is expected in certain contexts and with certain kinds of texts. The models can be from other student writing (like from a Language Experience process) or from published sources.
The instructor should be aware that students will sometimes feel they are expected to write at the same level as the writing model. Instructors should help students understand that it takes time to write at the level of the model.
Gabrielatos, in his article entitled EFL Writing: Product and Process, lists various activities that can be used to develop learner awareness of different kinds of texts. (The text below has been slightly modified).
Before students draft anything on their own, get them to...
|
Many students also need vocabulary and grammar input and practice in order to develop a clear text. They should be given tools to do this. Again, Gabrielatos, mentions several activities that can be used in the pre-writing phase to prepare learner to write (modified slightly here):
|
Students should not be expected to master, for example, writing topic sentences after being exposed to instruction only once. Address different points, one at a time, and be sure to recycle these regularly over the course of the term.
Brainstorming
The following is a list of brainstorming techniques.
- clustering
- word associations
- categorizing
- developing charts and graphs
- surveying or conducting polls
If an instructor's goal is to have students write about healthy lifestyles, for example, first he or she might ask students questions about health in general to establish the context. Then together, the class might brainstorm ideas about which kinds of things are healthy and which aren't. These ideas could be categorized in a chart like the one below.
Healthy Practices
|
Unhealthy Practices
|
exercise
|
smoking
|
maintaining a good diet
|
drinking to excess
|
drinking plenty of water
|
easting fast food
|
visiting the doctor regularly
|
sleeping 12 hours or more every night
|
driving with a seatbelt
|
skydiving
|
taking vitamins
|
driving too fast
|
getting 6-8 hours of sleep a night
|
chapter 1
ResponderEliminarthis chapter mentioned the difference between speaking and writing (both communication skills). is true that we can assist us in speaking of gestures and mimicry to imply the message, however within the writing we can assist us graphic signs that serve the reader understand the message, but to effectively communicate the writer must learn to write in a way suitable to avoid ambiguities.
mentioned in this chapter on two approaches that serve to help the learner to become a better writer: the product approach and the process approach.
the first Focuses on the final text will be written That
and the second Focuses on how the writer Reaches the final product. It Assumes That a writer's ideas as I Develop or she writes.
each one has merit and to carry out the subject needs to perform a series of steps.
but it is important to consider that to design a writing activity:
to context, clear purpose, pre-writing task, writing task, feedback stage, revision and editing stage, Final Draft
chapter 2
ResponderEliminarI think this chapter is interesting because at the first time it show us the skills which students must have but it doesn´t explain how to develop this skill and I consider it would be important to say who has knowledge of punctuation, coherence, and cohesion?
as their mother tongue interferes in the use of punctuation marks?
what ability have the student to communicate in writing ?
to help the students to start a writing teacher have to establish the purpose, the context, and try to know what do students know hence in this chapter recommended to do a braistorm with a lis of techniques which we can use.
to conclude is difficult to develop the writing skill inside secondary´s student but is not imposible, and we have to do it step by step.
Maria del Rocio Gutierrez Tenorio
ResponderEliminarThis chapter talks about writing and speaking (communication skills).
It mentions that the writing is the ability to communicate more complicated. Since it takes time and write the same ideas you talk and as clear as possible.
When you talk, the ideas are cut by interruptions. In addition to using posture, tone and you can not make him forget the above.
The product approach focuses on the final text to be written.
The process approach focuses on how the writer comes to the final product.
And mention of the steps to prepare a written product.
Maria del Rocio Gutierrez Tenorio
ResponderEliminarIn this second chapter, tell us how the teacher can help students to contextualize their subject and make it more personal, and how to get some ideas to start writing your article and gather information about it.
Besides the teacher must guide students in their writing process.
The writing of this should according to the level of students but always motivated to achieve a little more.
It handles the brainstorming technique, which can be one of the best if well used.
well, i think that this text is interinsting, but i don´t undestand how you teach this proses in one week, and how ypu can teach to 50 students, now if you discover a proces, the time is insufficient for you development a this skill, you can use this series of activities ,but in the real contex you can use this, I don´t think so. the activities is good, I like somo one.
ResponderEliminarthe chapter 2 is useful for my, I like when use the "brainstorming" because i can use this fo my future class, and i think that this technical will be useful. when the text tell abuot porpuse it isn´t clear. I don´t understand well.
ResponderEliminarCHAPTER 1
ResponderEliminarI think in a writing, you can self-correct you,as you do in speaking but, differently; because for this reason exists the writing process in which we can practice, and the most important: we can correct our text in all its form, not only grammatically because this does not mean that the message is clear and understood.
Therefore, the product approach and process approach can be help our students and us to develop and express their and our ideas in a coherent way.
Moreover, it´s important to include in all writing activities: the context, purpose, pre-writing task,and the others stages in order to get good results.
Finally, maybe in our first writings we can have a lot of mistakes but, if we practice like speaking, we will do better writings.
CHAPTER 2
ResponderEliminarIn my opinion, it´s very important to include in writing activities: a pre-writing, context, purpose, and use model of writing because these help our students and us to prepare for writing a text in English. Also we can learn more about different kind of text.
In addition, vocabulary and grammar are imprescindible to develop clear text. Therefore, we can help our students with these aspects through many activities such as exercises, examples and organizational guidelines.
On the other hand, brainstorming is a good technique for pre-activity because students can think in too many ideas about any topic or situation and their background knowledge is stimulated too.
In conclusion, with these stages students and us can begin to writing, trying with a first draft, rewriting, revising and editing until the final draft, in other words: step by step in order to get success in this task.
CHAPTER 1
ResponderEliminarEMMANUEL GUADARRAMA NAVA
The use of writing strategies must be done through a sequence, such sequence must be accurate in order to provide reader concrete ideas about the writer´s target. On the other hand, it is obvious writing process implies a major endeavor to be created focused on use of time, strategies for accomplishing it and the way which we interact to it.
In that respect, as writers we must bear in mind writing process is developed through real practice. We must consider that mistakes can appear in such process and we must be able to learn from them putting them aside in order to focus our attention on how our ideas are produced before worrying about punctuation or something like this.
As we analyzed, there two sorts of methods to improve writing skill: the product approach and the process approach which provide writers elements to express ideas. Although both of them have different ways to work, they can work at the same time to help learner to overcome certain difficulties. For instance, the product approach provides help writers focused on writing´s morphology while process approach provides writers help focused on analyzing how the writing process is being developed.
CHAPER 2
ResponderEliminarEMMANUEL GUADARRAMA NAVA
In the first chapter we talked about the process of consolidation of writing strategies through development of a sequence. The first step, contextualization, will provide writer a certain reflection about how the text will be used and the possible meaning in her/ his life in order to promote a motivational pattern to write, nevertheless another point immediately related with this pattern is the purpose of writing.
If we are learning to do something, in this case writing, we can use certain models in order to improve our own writing model, however we have to bear in mind that to reach the level of the sentence we need to spend time working on that model and of course, into the process, incorporate elements of comparison of grammar, use of vocabulary, coherence and morphology in the paragraph building focused on getting certain purposes according our level and writing condition.
In short, the establishment of ideas is another of the most important initial elements to accomplish a writing task. We can develop this requirement through the use of brainstorming. Such brainstorming must provide us a reflection of ideas and of course schemata activation.
In addition, establishment of ideas is the most important element of writing before analyzing morphological aspects of the writing, it means that sometimes is more difficult know why and what i will write than incorporate or correct grammar patterns.
CHAPTER 1:
ResponderEliminarStudents learn to write by writing. They need regular opportunities at school to write in all Subjects. A consistent approach to the writing process in all subject areas and explicit instruction on the writing process by the subject teacher help students become better writers. Models of good writing in the subject area, and feedback that is constructive and formative, are critical to students’ growth as writers.
Struggling writers need:
• Regular, meaningful opportunities to practice writing in subject-specific contexts.
• Teachers who model the writing process and demonstrate its usefulness.
• Opportunities to talk about their writing.
• Prior knowledge about language, subject content, and the world.
• Knowledge of different writing forms and their characteristics.
• expanded sight vocabularies for subject-specific writing.
• Strategies to become independent writers in any context.
CHAPTER 2:
Pre-writing strategies use writing to generate and clarify ideas. Four useful strategies are brainstorming clustering, free writing, looping.
Brainstorming, also called listing, is a process of generating a lot of information within a short time by building on the association of previous terms you have mentioned. Jot down all the possible terms that emerge from the general topic you are thinking about. This procedure works especially well if you work in a team. All team members can generate ideas, with one member acting as scribe. Don't worry about editing or throwing out what might not be a good idea. Simply write down a lot of possibilities.
Clustering is also called mind mapping or idea mapping. It is a strategy that allows you to explore the relationships between ideas.
• Put the subject in the center of a page. Circle or underline it.
• As you think of other ideas, link the new ideas to the central circle with lines.
• As you think of ideas that relate to the new ideas, add to those in the same way.
Locate clusters of interest to you, and use the terms you attached to the key ideas as departure points for your paper.
Free-writing is a process of generating a lot of information by writing non-stop. It allows you to focus on a specific topic, but forces you to write so quickly that you are unable to edit any of your ideas.
Looping is a free-writing technique that allows you to increasingly focus your ideas in trying to discover a writing topic. You loop one 5-10 minute free-writing after another, so you have a sequence of free-writings, each more specific than the other. The same rules that apply to free-writing apply to looping: write quickly, do not edit, and do not stop.
CHAPTER 3:
When we speak with another person we use different strategies, for example: dynamics, more emphasis in some words, and tone of voice, key words, and gestures. In some cases we have to use two important points fluency and accuracy to emphasis the conversation.
CHAPTER 4:
For example, our students need short phrases to communicative with other people, it can be their teacher; short phrases because are very useful for them and are not difficult to learn. For example: may I come in?, can I go to the bathroom?, etc. Another important pint is the classroom, how is it? I refer to the atmosphere of learning and the different kinds students´ knowledge.
CHAPTER 5:
In this point one of the most import aspects is that students feel security of theirself and not nervous. Obviously teacher motivated students´ participation in class and incorporate all the students in class.
by: LILIAN YANEL PICHARDO MEJIA
BY: ARIADNA ELIZABETH ABUNDIS VILLEGAS
EliminarCHAPTER 1
In my opinion, I think that means this text, is writing as a skill but straight, specific is very complex, and therefore it is more difficult to express in writing what you mean, because that cannot be written gestures, facial expressions, sounds that can express the objective of properly. Well at least they are some disadvantages that you have when you write a text, but the advantages are that if grammatical errors can be corrected to improve the texts, but when the texts are oral or if you want to express something orally it is harder by that not can errors be corrected the grammar to perfect what actually is meant.
BY: ARIADNA ELIZABETH ABUNDIS VILLEGAS
ResponderEliminarCHAPTER 2
About this chapter 2 refers to writing specifically to be careful when writing, since the errors are more visible, that we have more time to review the expression of the text written with everything and their mistakes, modifications, but above all we can distinguish main ideas and thus being able to write them in preferred order. This chapter also mentions that we ourselves must motivate students to read and express what they understand by means of writing, ordering their ideas coherently in such a way that they can be understood by the reader. Low level students can express texts with few sentences but a higher level students will already be able to express themselves with larger paragraphs. And one of the strategies used by this chapter is: brainstorming, which serves as an activity of support and motivation for learning of the student about a topic in common, so that the same students to contribute ideas without getting bored.
CHAPTER ONE
ResponderEliminarADRIANA CHAVEZ ALFARO
In this chapter I confirmed what I thought about writing in English, such as in our mother tongue write correctly, consistently and all it contains good writing takes time and effort.
This skill is hard if you have the habit of writing, as we have already seen the previous sessions requires a series of steps and dedication to this skill.
Another important aspect is that it is true, this ability does not exist in body language, gestures or so should be more clear and communicate what you want in writing
CHAPTER TWO
ResponderEliminarADRIANA CHAVEZ ALFARO
In chapter two I read that an important part of writing is the context that gives new learners of second language as it implies makes first reflect on what is to be written according to situations that are talking in the classroom.
And that may be useful for my classes since last use in this practice in two brainstorming groups but had not in focus then steps with this reading was broader vision for myself and my future classes
MARIBEL DE LA O
ResponderEliminarChapter 1
I agree that writing is more difficult even than speech because sometimes the message sent is not understandable for anyone who reads it. However when the message is given to talking is easier.
I think we should consider the steps to learn to write an orderly manner that allows the reader to understand the message.
Chapter 2
According to this chapter for a written is necessary to understand what it means and for that we should transmit to students some easy ways that can be useful for development text.
chapter one is about the differences between speaking and writing, making a comparison in the ways each skill is developed and why speaking is easier than writing because of the use of several sources that speaking take hand.
ResponderEliminarMoreover in this chapter is let known two kinds of approaches when writing and, even though the both processes are not different, the main aim is totally different. while one os focused in the correct way of writing, the other one is mainly focused in the product, letting by the side the analisys that a writing requieres.
We even know the step by step of each approach and we can notice the big differences between each approach and another.
in chapter two we learn how to make a good writing in order to be able to express with coherence and accuracy. All tht thiongs we must to regard like context, main idea, and the brainstormng techniques aven in order to be awarenes of a good writing as well as the steps we have to follow to compose a good writing.
By: Maritza Ramirez Millan.
ResponderEliminarin this two chapters we can notice the big difference that exist between speaking and writing, and at the same time we notice the importance of a good writng and all steps that we have to follow to make a good writing.
In this two chapters, we can konw too that writing process has two different purpuses one that is focused in the product and another that is focused in learn how to make a good writing.
We even can learn that a good writing must to have a purpose and this will be according to the level of English thah students have.
Then, we have the brainstorming technique that will help students to be aware of how to make a good writing by following the steps that is requires.
Chapter 1:
ResponderEliminarPosted by: yaritza garces
I think... like many people... that writting is the most difficult hability to do... it requires concentration and many knowledge about grammar... but the most important thing it's the continuos practice... as a process... step by step... in order to create better products...
CHAPTER l I find really interesting because it deals with so many inequalities in speaking and writing.
ResponderEliminarDevelop a skill more than another, for example when we are little we first learn to speak and then to write and so on, as we grow we can do this in a manner contrary.
This chapter handled a situation that is important to make a statement that it is necessary to think, analyze and reflect on it, without having the opportunity to express it with gestures or facial movement, given that you can misinterpret the message.
Therefore it is not necessary to focus on the mistakes of a message, it is more necessary to focus on the consistency.
To support our students, we must start a serious approach to process and make a statement as to reach this process to develop a consistent, so this will be important for students to develop their ideas in writing.
This second CHAPTER II consider important as it tells of skills that students should have, but as a teacher as I can help you begin the process of writing, according to management level language that students have, using some techniques such as brainstorming, consider developing this skill in students is difficult because sometimes I do not even handle us, but everything is slowly and it is not impossible. atte: EDNA ELI SÁNCHEZ SÁNCHEZ.
Chapter 2
ResponderEliminarPosted by: yaritza garces
In this chapter... I can understand an important aspect... the generation of the idea for writte... when we'll think the topic or the aspects that we are going include in our text, we need elements how helps us to writte appropiately... the generation of ideas in a long way can not permit express the idea in a correct way... so we need reflect... and have the nesesary elements about the topic in order to present a good text...
I think that this text is interesting because talks about writing and speaking (communication skills). When the writing is the ability to communicate more complicated. On the otherhand it is obvious writing process implies a major andeavor to be created focused on use of time , strategies for a complishing it and the way wich we interact to it. Marisol García...
ResponderEliminarCapitulo 1
ResponderEliminarWriting is considered as the most difficult skill that a text is always exposed to mistakes and is always judged by readers.
There are different ways to make a statement as a reading prior to learning grammar and vocabulary, using brainstorming and using different reference sources.
Capitulo 2
students have to define what their ideas.
organize ideas in the text, use the correct structure
select and use appropriate vocabulary.
identify and use appropriate style and tone of the text.
spell and use proper punctuation.
Brainstorming
The following is a list of brainstorming techniques. clustering, word associations, categorizing developing charts and graphs topography or surveys.
nancy korina flores Ramirez
writing process is very difficult as it should happen for certain criteria for the development of a written begin brainstorming a draft back to improve revise writing ideas etc etc and all this must be done in a reasonable period of time but students have a harder time since their level of english is lower and also they do not care if they written informal formal or just write for accomplish the task.
ResponderEliminarby: Stephania N. Gonzalez V.
ResponderEliminarChapter 1
I think writing is less difficult than speaking process. But in writing process we need to learn many steps in order to be clearly understanding to each other.
the difference between speaking and writing proces is when we are speaking our errors are exposed for all to see…and judge. About writing we reflect about it and we can change words many times in order to make a perfect text.
The process and the product focus on the final text that will be written and on how the writer reaches the final product respectively It assumes that a writer's ideas develop as he or she writes. There is a continuous interaction between "developing knowledge and continuously developing text".
Chapter 2
with this text I think shows us usefull steps in order to make a perfect text.
in this ocation, there are examples that as a teacher we can use in classes and start with students how to make a text step by step!
I definitelly agree with these text, because at leats for me the writing process is being difficult mabe because I prefer speaking I heven't had the necesity to write much, but writing is imnportant also, so I'm going to pay special attentionb and learn to write but also keep practicing.
ResponderEliminarI'll take account the steps.
I didn't know that we need to take account these steps to write. I think it will be difficult at fisrt but then by practicing it'll be easier
Well however the reading is really interesting and useful :)
ARI NEIDHART
chapter 2
ResponderEliminarI related these readings with reading why? well I really like to read , but sometimes I've found some them that weren't interesting for me, I thought it was onlu because of the story or the extension of the text but now I see that for any kind of reading it also important the punctuation.
In the other hand I think writing is one of the most difficult skills to develop for us and more to teach it to the students at secondary school because students need at first to think in english to thinlk about the topic and make each of the 5 steps mentioned before, also I think that now in only 3 english sessions it's almost impossible, but maybe when we have more contact with students we can make them write.
ARIADNA NEIDHART