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TEACHING WRITING, YULIANA LORÍA VILLALOBOS - Coggle Diagram

- - - - How to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product.
    - - Process approach:
        Learners are composers of language.
        They are allowed to focus on content and message.
        Their own individual intrinsic motives are the center of learning.
        It encourages stages of multiple drafts and revisions, and provides formative feedback through conferencing.
        The teacher offers guidance in helping students to engage in the thinking process of composing but, in a spirit of respect for student opinion, should guard against imposing on, or appropriating a student text.
        
        Product
        
        This is the ultimate goal. It is the means to an end.
    - - Fill out forms, write simple messages, write reports or brief business letters, answer questionnaires, develop ideas, arguments, etc.
      - Real writing
        
        It occurs when the reader doesn't know the answer and genuinely wants information. E.g., Academic (problem-solving, peer-editing work, present findings), vocational/technical (write real letters, genuine directions for some operation, fill actual forms), personal (diaries, letters, post cards, notes, personal messages).
      - Display writing
        
        Writing to display one’s knowledge is a fact of life in the classroom, and by encouraging your students to perform well in display writing exercises, they can learn skills that will help them to succeed in further academic pursuits. E.g., Short answer exercises, essay examinations, and research reports.
    - - Don't overcorrect to the point of discouraging an L2 writer, but offer enough feedback to keep students challenged.
  - - - The writer abdicated a certain power to change, to clarify, and to withdraw what he or she wrote.
    - - Your goal as a teacher would be to train your students to make the best possible use of time limitations. This mean sacrificing some process time, but sufficient training in process writing, combined with practice in display writing, you can help your students deal with it.
    - - It requires what might be termed "cognitive" empathy, in that good writers can "read" their own writing from the perspective of the mind of the targeted audience.
  - - - Beginning level: Students will simply "write down" English letters, words, and short sentences.
        Techniques: Recognition Techniques, copying, sound-spelling practice, and dictation.
    - - It doesn't allow creativity on the part of the writer. They won't write something by their own.
    - - Writing with only the self in mind as an audience.
        E.g., Note-talking, diary, and journal writing.