Professional Documents
Culture Documents
Department of English
I. INTRODUCTION
Conclusion:
In EFL classrooms, esp. in traditional pedagogy, writing often goes this way: the teacher
gives a topic or a selection of topics, a set of requirements, and a time limit.
of the final product is stressed and the process is ignored.
If writing tasks focus on the product rather than on the process, they do not help ss to
develop real writing skills.
1
Therefore we should , and we should
to writing.
A. Controlled writing
b) Meaningful = interesting
* Gap-filling
* Re-ordering words
* Substitutions
* Sentence building
1- John/write/letter/moment.
2- you/waiting /somebody?
3- present/I/prepare/new project.
* Sentence completion
2
Yesterday – Ali - home from school – way - saw – old man – lying – side –street – ill - took –
hospital - …
* Sentence transformation
Pre-task
- (model given)
While-task
Post-task
3
There is before the writing stage.
There is .
There is .
In short, ss can be motivated by authentic writing tasks that have some communicative elements.
However some writing activities can be between “writing for learning” and “writing for
communication”.
B. GUIDED WRITING
Ss need to progress beyond very controlled writing exercise to freer paragraph writing. Help
them by:
Oral preparation
Advantages
+ flexible: can be done different ways according to the interests & ability of class
4
How:
Pre-writing/ task
- warm-up
- topic given
While-writing/ task
Ss write at home
Post-writing/ task
Either writing for a specific recipient (e.g. a letter to a friend, writing through e-mail ), or:
Engaging in an act of creative writing where their work is intended to be read by other
people.
5
Step 2: a brief discussion on the problems;
Step 7: grouping students based on the topics, letting students read their own
composition;
Step 8: making a list of optimal solutions, producing a product of the whole group;
Step 9: creating a class news letter like “problems and solutions in our city”.
(Textbook)