Topic 5: Approaches & Techniques For Teaching Writing

APPROACHES

Product

Process- Genre

This approach feeds the students words through teaching vocabulary. The students then merely describe their situation using the same type of words and phrases. There is no advantage for the students to be innovative in their writing since the product content is more important than the process of learning to write (Jackson, 2006: 15)

4 stages: familiarization, controlled writing, guided writing, and free writing. Familiarization = the teacher makes the students aware of certain feature of particular text. Controlled writing = by giving exercises on grammatical features and related vocabulary. Guided writing = students write a text which is similar to the model text. Free writing students freely write another similar text by themselves

Ensures the usefulness and power of process writing pedagogy which include pre-writing, drafting, feedback, and revising

Clearer, more logical, and thoughtful product (as the students understand the importance of writing skills )

TECHNIQUES

USING PICTURES

Students can write sentences / paragraphs based on pictures

Pictures ought to be detailed to sure a specific description(s)

Storyboards

Dialogue bubbles of cartoons

EXAMPLES

USING READINGS

Assign purposeful reading tasks for students to write their summary or opinions (More research, more reading , more writing)

While reading, you visualise. Encourage students to create graphs, maps, or diagrams as they read is useful for visualizing. Students will know how to simplify words for their own understanding

USING CONTROLLED WRITING

Controlled writing focuses on establishing grammatical patterns, sentence structure, punctuation and word order

Help students learn how to express themselves effectively in proper English

Copying (Give learners a text and ask them to circle any words they do not know. Copy the words individually onto index cards and encourage learners to flip back through the cards to increase their knowledge of sight words)

Lists (Ask learners with extended families to make lists of their family members, grouping the names by relationship, such as aunts or cousins. Vary the activity by asking learners to write a to-do list.)

EXAMPLES