Process writing approach
This helps students focus upon audience as they consider what the reader needs to know. The opportunity to write for real, personally significant puposes.
Rich and continuous reading experience, including both published writing and the work of peers and teachers.
Process writing approach could be described as bottom up approach
Nunan states that a text is improved by reflection, discussion and reworking successive drafts. I selected a group of 36 students from 9th grade to work on the project. If learners need to write a narrative, an article or an essay, focusing on ideas first might be a good choice. The final stage is editing. Finally, it should be pointed out that generating ideas is the most important stage when the process is starting. Later this text is revised. Time constraints Writing takes time - and this is even more true with process writing. I have found different aspects which I think would work based on the characteristics of my students and there are some others that would work with higher-level students or with students from a different culture.
Appendix 2 Letters: A Good Resort to Make Complaints: When learners receive news about decisions that can harm their life, they immediately react. Writing processes are varied and recursive.
Process writing approach
One-to-one writing conferences with the teacher. At this stage, learners proof-read their essays, focusing on grammar, punctuation and formatting. New York: Prentice Hall. A Colombian Journal for Teachers of English, 10, Focusing ideas Fast writing The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation. Their project is proof that listening, speaking, reading and writing must work in an integrated way. Letters help them to express their disagreement, and they know that most letters are effective when the language is used properly. From these, students showed much more interest, creativity and production of ideas when the starting point was a picture or a sequence of pictures or cartoons, than when the starting point was just words.
Remember to leave a comment and give us feedback and suggestions for future posts! As can be seen by the diagram below, the teacher provides more direction and support as students work through the process.
Focusing ideas Fast writing The students write quickly on a topic for five to ten minutes without worrying about correct language or punctuation.
It was a good activity to enable the students to understand what focusing means see sample 3, in Appendix 3.
Pedagogical approaches to teaching writing
This helps students focus upon audience as they consider what the reader needs to know. For example, if learners are asked to proofread, it would be a good idea to give them tools that will enable them to proofread effectively. It is useful for teachers to provide a list of guidelines to help learners revise their own writing or to facilitate peer-review activities. Santoyo and Morales connected written production to their project on reading. Depending on the availability and accessibility of technology, teachers can assign learners to search for information related to an essay topic on the Internet. You could also ask the students to reduce the texts, to edit them, concentrating on the most important information. Updating the process approach: The Process Approach Most research in writing pedagogy today concludes that the most effective way to teach writing is through a process approach. So, tasks must be short, clear and simple, appropriate for their proficiency. Peer editing and proof-reading Here, the texts are interchanged and the evaluation is done by other students. A model because students need examples to be able to do something for the first time, and it is the teacher who must guide them with clear instructions; and a facilitator because students will need help either with vocabulary or any other aspect of organizational competence cohesion, syntax, coherence, etc. For the generation of ideas, I applied several activities where I could notice that the best results were those in which pictures were involved to help the students generate ideas. They did not make much effort.
This can be done in or outside the classroom - using ed tech tools such as Padlet and Edmodo might enable the teacher to set collaborative work while students are at home.
I mean, not only for generation of ideas or focusing but reviewing, structuring, drafting and evaluating. On the other hand, there is reading, which entails out a big problem in comprehension.
This collaborative writing is especially valuable as it involves other skills speaking in particular. Another common problem in the teaching of writing is the lack of pre-writing activities.
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