TEACHING

WRITING.
Name : Andhika Wahyu Bramanta (1910117310006)

Aqib Pranata (1910117210024)

 Trends in the teaching of L2
Research on writing have not suprisingly
Second
Language
coincided with those of the
Writing. teaching of other skills, especially
listening and speaking.
 1. Composing
A simplistic view of writing would assume that
written language is simply the graphic representation
of spoken ianguage, and thar written performance is
Some of much like oral performance, the only difference lying
in graphic instead of auditory signals.
those 2. Process and Product
issues. Half a century ago, writing teachers were mostly the
final product of writing: the essay, the report, the
story and what product should "look like
Compositions were suppysed to meet standard
English thetorical style
3. Intercultural
Kaplan's thesis ws that languages (and their cultures)
have their own unique patterns of written discourse.
4. Differences Between LI and L2 Writing
Differences in using apprepd grammatical and rhetorical
conventions and lexical variety nere alse as significant
factors.
5. Authenticity
For a huge proportion of educated people around the
wvorid, writing censists of filling out forms, niaking lists,
texting, e-mailing, serding wish you vere her:" pcst cards
from your acation, a.d dashing off a "post-it" note to your
kids to clean up their room when they get home from
school.
6. Content- and Genre-Based Writing Pedagogy
Through "thematically-selected readings, the teaching of L2 Cn
address ulters of discourse structuring and information flow"
7. Responding to Student Writing
With its emphasis on learned-centered instruction, student-student
negotiation, and strategies based instruction that values the
variability of learners pathways to sucsess, CLT is an appropriate locus
for process writing.
8. Form-Focused Feedback
Approaches to teaching writing have varied hetween minimal, highly
indirect feedback to direct, focused feedback that provides
coIrections.
9. Identity and Voice
Once of writers progress to intermediate and advanced stages writing
and become capable of expressing and transacting an identity in their
writing, their writing takes personal and unique styles of expression.
 Those types that they will indeed need,
TYPES OF either for futher study of English or for
their ultimate academic/vocational goals,
WRITTEN should then become the prime focus of
LANGUAGE “real” writing in class room.
 1. Permanence
2. Production Time
CHARACTERISTIC 3. Distance
S OF WRITTEN
4. Orthography
LANGUAGE:
WRITER’S VIEW. 5. Compiexity
6. Vocabulary
7. Formality
 Microskills
1. Produce graphemes and orthographic pattens of English
2. Produce writing at an efficient rate of speed to suit the purpose
3. Produce an acceptable core of words and use appropriate word order patterns.

MICRO- AND 4. Use acceptable grammatical system (e.g., tense, agreement, pluralization), pattern and rules.
5. Express a particular meaning in different grammatical forms
MACROSKILLS Macroskills

FOR WRITING 6. Use cohesive devices in written discourse.

7. Use the rhetorical forms and conventions of written discourse
8. Appropriately accomplish the communicative functions of written text according to form and
purpose
9. Convey links and connections between events and communicate such relations as main idea,
supporting idea, new information, given information, generalization, and exemplifications
10. Distinguish between literal and implied meaning when writing.
11. Correctly convey culturally specific references in the context of the written text
12. Develop and use battery of writing strategies.
 A. Imitative or Mechanical Writing
1. Recognition Techniques
2. Copying
3. Sound-spelling Practice

TYPES OF 4. Dictation
B. Intensive or Controlled Writing
CLASSROOM C. Self-writing
WRITING D. Display writing
PERFORMANCE E. Real Writing
1. Academic
2. Vocational/Techical
F. Personal
THANK YOU