TEFL SEMINAR: TEACHING READING & WRITING ` 2013 FALL

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Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
[Chapter 1: Writing and Teaching Writing (pp. 1-30)]
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¶ GUIDING CONCEPTS IN L2 WRITING TEACHING

1. Principal Orientations to L2 Writing Teaching
ORIENTATION
BACKGROUND METHODS & MATERIALS PROBLEMS/TRANSITION
(emphasis)
 imitating and manipulating  fragmentary patterns of
 ALM + Behaviorism in the 1960s language models restricted grammar
 W as a coherent arrangement of  Four-stage: Familiarization –  only deal with linguistic
STRUCTURE words, clauses and sentences, Controlled – Guided – Free W variables in goal of
(language form) structured according to a system  “slot and filler” frameworks writing instruction
of rules  grammatical accuracy, vocabulary => larger discourse
 writing as a PRODUCT building and L2 proficiency as goals structures and contextual
 activities for lower levels factors in need

 particular lg forms perform  Functionally oriented (Figure 1.1.)

certain communicative functions
 current traditional rhetoric;
FUNCTION:
functional approach
TEXT
 academic writing at college
(language use)
 texts to be taught independently
of particular contexts, writers, or
readers
model writing: structural (Intro-body-
conclusion)+ organizational patterns  exclusive focus on form
(narration, description, exposition) or function => W
 free W, sentence deletion, insertion, without practical purposes
reordering, comprehension checks on or personal experiences
a model text; W from given info;
parallel text pattern imitation

 W is learned, not taught: towards  neglect the cultural

 writer-centered
individual creativity and self-discovery backgrounds of learners,
 L1 tradition of writing as a creative
EXPRESSIVIST  expressivist methods: response as a the social consequences of
and spontaneous piece (Elbow,
(writer) means to initiate and guide ideas writing and the purposes
1998; Murray, 1985)
 tasks for idea stimulation of communication in the
 W as a developmental process
 topics of interest to students real world

 planning–drafting– revising – editing  effectiveness of error

(Figure 1.4) as non-linear, exploratory, correction and grammar
 W as a cognitive process
generative process (Zamel, 1983) teaching : controversial
 develop Ss’ abilities to plan, define
 K-telling and K-transforming models  No complete model: 1)
a rhetorical problem, and propose
for novice and skilled writers (Berieter small-scale, contradictory
and evaluate solutions
PROCESS & Scardalamaia, 1987) studies; 2) difficulties of
 writing research in North
(Writer)  brainstorming, multiple drafts, tapping into unconscious
America
extensive feedback, peer responses, processing
 develop Ss’ metacognitive
delayed editing, portfolio assessments  overemphasize cognitive
awareness of their processes:
 response as crucial in conferences, relationship btw the writer
strategy-based model
peer response, audio-taped feedback, and internal world
and reformulation (Swales, 1990)

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  topic familiarity in writing activities  evolve into an approach
 schema development exercises: focusing on the
 what Ss are required to write
parallel texts, reacting to photographs, requirements of particular
about
brainstorming tasks (Figure 1.5) subject areas or target
 a set of themes/topics of interest
 tailored to Ss at different levels by academic or professional
CONTENT and key areas of subject matter as
varying the amount of information communities
(subject-matter) organizing principles
 form-function-content balance  WAC classes (Bazerman
 close relationship btw R and W
 extensive reading providing R-W & Russell, 1994) or linked
 structural, functional or process
connection with control of rhetorical courses in subject-
methods
structure of specific text-types specialist and writing
 conducting research, group work course (Benesch, 2001)

 genre as socially recognized ways  reproductive aspect of a

 texts described in form and function
of using language for particular static, decontextualized
(Table 1.2; Figure 1.7)
purposes pedagogy
 contextualizing - modeling –
 genre as a goal-oriented, staged  explicit teaching of
GENRE negotiation – joint construction –
social process (martin, 1992); genres may impose
(text & context) control of the genre (Figure 1.8)
reflect discourse and contextual restrictive formulae; genres
 rhetorical consciousness-raising by
aspects of language use as sets of rules, a how-to-
developing a linguistic metalanguage
 systemic functional linguistics do list or a recipe theory of

(Halliday, 1994) genre

2. Towards a Synthesis: Process, Purposes, and Context

A. L2 writing classrooms: combined approaches and orientations
1) Summary of the principal orientations to L2 writing teaching
Table 1.3 (p. 23)

2) process (cognitive, creative, universal) vs. genre (social, conventional, specific)

Table 1.4 (p. 24)

B. Effective methodology for L2 writing teaching

1) Broaden formal and functional orientations to include the social purposes behind forms
2) Locate the process concepts of strategy, schema, and metacognition in social context
3) Respect Ss’ needs for relevant content thru stimulating readings and source materials
4) Support genre pedagogies with strategies for planning, drafting, and revising texts
5) Situate W in a conception of audience and link it to broader social structures

C. Understanding Notions
1) The notion of context
- genres as responses to the purposes of different communities, professional, academic or social (Bruffee, 1986)
- genres in New Literacy Studies: how institutions, societies and cultures influence R and W, which only make
sense within wider social and cultural practices.

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2) the notion of discourse communities: membership as essential for understanding the specialist background K to
encode and decode texts appropriately.