Beruflich Dokumente
Kultur Dokumente
writing is potentially satisfying. If you are writing on a topic about which you fee;
can have somthinig worthwhile or interesting to say, the process of writing can be
absorbing and enjoyable; and if it is worked through to a final product, most people
feel pride in their work and want it to be read. It is therefore worth investing thought
in the selection of topics and tasks that motivate learners to write; extremely
important to provide an appreciative reader audience, whether teacher or colearners.
you learn to write through writing. As teachers, our job is to get our learners to
write a lot, thinking as they do so and learning from their own experience.
Byrne (1988, p. 4) provides three reasons to explain why writing is difficult: First,
writing itself is a solitary activity without interaction or the feedback but depends
solely on the writer himself; Second, during the process of producing, writer himself
needs to make the effort to bridge the gap and to realize the possibility in
communication; Third, writers have to present themselves to the unknown readers
by effective instruction.
Byrne, D. (1988). Teaching writing skills. (New ed.). Longman.
However, all these difficulties are particularly tough for the second language (L2)
learners. Like Tribble (1996, p. 14) says when someone learns how to write, they
are getting involved in an activity in which questions of social role, power, and the
appropriate use of language cannot be avoided.
Tribble, C. (1996). Writing. Oxford University Press.
research suggest that second language writing skills vannot be acquired succesfull
by practice in wiiting along but also need to be supported wuth extensive reading
(krashen, 1993). Whether assigned or voluntaru, reading has been show to be
positive influence in composing skills at varous stages of proficiency. This is because
both process incolve individual in constructing meaning though the application of
complex
The teachers role is to guide students through the writing process, avoiding an
emphasis on for to help them develop strategies for generating, drafting, and
refining ideas. This is achieved through pre-writing activities to generate ideas
about content and sturture, encouraging, brainstorming an outlining, requiring
multiple drafts, giving feedback, seeking text evel revisions, facilitating peer
responses, and delaying surface corrections until the final editing (Raimes, 1992)
Raimes, A. (1992). Exploring through writing: A process approach to ESL composition. N.Y:
St. Martin's Press.
feedback is widely seen in education as crucial for both encouraging and consolidating learning
(Anderson, 1982: Brophy, 1981; Vygotsky, 1978)
Focus on language structure
Learning to write in a foreign or second language mainly involves linguistics knowledge and the
vocabulary choices, syntatctic patters, and cohesive devices that comprises the essential
building blocks of texts.
Writing is a way of sharing personal meanings and writing courses emphasize the power of the
individual to construct his or her own views on a topic. Teachers see their role as simply to
provide students with the space to make their own meanings within a positive an cooperative
environment.