Teaching by principles

Teaching by principles

1. TYPES OF WRITTEN LANGUAGE

   • Should then become the prime focus of "real" writing in your classroom.
     • CHARACTERISTICS OF WRITTEN LANGUAGE: A WRITER'S VIEW
       • Permanence
         • Whatever you can do as a teacher, guide, and facilitator to help your students to review and refine their work before final submission will help give them confidence in their work.
       • Production time
         • One of your goals, especially if you are teaching in an EAP context, would be to train your students to make the best possible use of such time limitations.
       • Distance
         • Writers need to be able to predict the audience's general knowledge, cultural and literary schemata, specific subject-matter knowledge, and very important, how their choice of language will be interpreted.
       • Orthography
         • If students are non-literate in the native language, you must begin at the very beginning with fundamentals of reading and writing.
       • Complexity
         • Writers must learn how to remove redundancy (which may not jibe with their first language rhetorical tradition), how to combine sentences, how to make references to other elements in a text, how to create syntactic and lexical variety, and much more.
       • Vocabulary
         • Good writers will learn to take advantage of the richness of English vocabulary.
       • Formality
         • Whether a student is filling out a questionnaire or writing a full-blown essay, the conventions of each form must be followed.
     • MICROSKILLS FOR WRITING
       • Produce graphemes and orthographic patterns of English.
       • Produces writing at an efficient rate of speed to suit the purpose.
       • Produce an acceptable core of words and use appropriate word order patterns.
       • Use acceptable grammatical systems (e.g., tense, agreement, pluralization), patterns, and rules.
       • Express a particular meaning in different grammatical forms.
       • Use cohesive devices in written discourse.
       • Use the rhetorical forms and conventions of written discourse.
       • Appropriately accomplish the communicative functions of written texts according to form and purpose.
       • Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
       • Distinguish between literal and implied meanings when writing.
       • Correctly convey culturally specific references in the context of the written text.
       • Develop and use a battery of writing strategies
     • TYPES OF CLASSROOM WRITING PERFORMANCE
       • The five major categories of classroom writing performance
         • Imitative, or writing down
           • At the beginning level of learning to write, students will simply "write down English letters, words, and possibly sentences in order to learn the conventions of the orthographic code.
             • Dictations typically involve
               • Teacher reads a short paragraph once or twice at normal speed.
               • Teacher reads the paragraph in short phrase units of three or four words cache, and cache unit is followed by a pause.
               • During the pause, students write exactly what they hear.
               • Teacher then reads the whole paragraph once more at normal speed so students can check their writing.
               • Scoring of students' written work can utilize a number of rubrics for assigning points. Usually spelling and punctuation errors are not considered as severe as grammatical errors.
         • Real writing
           • While virtually every classroom writing task will have an element of display writing in it, some classroom writing aims at the genuine communication of messages to an audience in need of those messages.
             • Three subcategories illustrate how reality can be injected
               • Academic.
                 • The Language Experience Approach gives groups of students opportunities to convey genuine information to each other.
               • Vocational / technical.
                 • Remove a variety of real writing can take place in classes of students studying English for advancement in their occupation.
               • Personal.
                 • While certain tasks may be somewhat contrived, nevertheless the genuine exchange of information can happen.
         • Intensive, or controlled
           • This intensive writing typically appears in controlled, written grammar exercises. This type of writing does not allow much, if any, creativity on the part of the writer.
             • A common form of controlled writing is to present a paragraph to students in which they have to alter a given structure throughout.
             • Guided writing loosens the teacher's control but still offers a series of stimulators.
             • In the form of controlled writing dicto-comp a paragraph is read at normal speed, usually two or three times; then the teacher asks students to rewrite the paragraph to the best of their recollection of the reading.
         • Self-writing
           • Writing with only the self in mind as an audience
             • Note-taking
               • Where students take notes during a lecture for the purpose of later recall
             • Other note-taking may be done in the margins of books and on odd scraps of paper
             • Dialogue journal
               • In which a student records thoughts, feelings, and reactions and which an instructor reads and responds to, while ostensibly written for oneself, has two audiences.
         • Display writing
           • For academically bound ESL students, one of the academic skills that they need to master is a whole array of display writing techniques.

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