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This course paper is devoted to the description of methods of teaching writing skills through some materials and give more information.
The aim of the course paper is to present an overview of teaching writing skills,explain some construction for approach teaching writing.
The tasks of the course paper include:
to review general information about writing skill;
to review using methods of ways and strategies of developing writing skills of different age learners;
to analyze the importance of teaching wrtiting
to explain the roles and functions of teaching writing skills of attitudes;
to suggest practical exercise in mastering the knowledge related to ways and strategies of developing writing skills of different age learners;
The structure of the course paper consists of the Introduction, three plans, conclusion and the bibliography.
An allied science of ways and strategies of improving speaking skills skills of different age learners in language teaching which also studies their art, the evidences of their impacts to teachers and learners and the inner structure of the works.
1. General information about writing skill
Writing is a complex activity. Understanding this complexity is the key to effective teaching of writing. In this chapter, I will present a brief historical overview of various approaches to teaching writing, including the controlled approach, process approach, and genre approach.
Essential to implementing these approaches is understanding the recursive nature of the writing process and knowing what constitutes competent writing. Indeed, writing competence encompasses not only word choices, sentence variations, punctuation choices, and other linguistic tools for cohesion and coherence, but also ways to structure and develop arguments at the micro and macro levels. It is important to adopt a writing pedagogy that explicitly trains students in the kinds of thinking processes that are conducive to good writing. To this end, this chapter presents the socio-cognitive approach to teaching writing. I will discuss guiding principles and pedagogical implications of the approach. I will also highlight strategies for enhancing the quality of second language writing, drawing upon insights from the literature of writing research.
Keywords: Second language writing, recursive nature, cohesion and coherence, thinking processes, macro-rhetorical goal, socio-cognitive approach.
When I teach the Second Language Academic Writing course to English majors at my university, I often learn from my pre-service student teachers that they are unaware of the various approaches to teaching English-as-a-second-language writing. This is not surprising perhaps, as many pre-service teachers are trained as English Language teachers, rather than writing teachers . Many of us learn how to teach writing through imitating our favourite writing teachers, or through mentorship by senior colleagues in our workplace.
2.The importance of teaching writing
At Levels F-2, small group interactive writing might focus students on their developing phonological awareness, without overlooking other strategies that support spelling. So, the teacher might encourage students to take up the pen, marker or keyboard and listen for the sounds in single phonemes within words, digraphs, blends, etc.
As always, focusing on these skills within the construction of a meaningful text signals to students that these are not discrete skills, but rather can and must be deployed in their own independent writing attempts.
At Levels 3-4, interactive writing should engage students with more sophisticated strategies, such as those dealing with compound words, contractions, word families or morphemes, that will support the spelling of more complex words. In making individual spelling attempts, the students might be encouraged to think about the syllables in words, analogy is there another word like this one that I already know? and the integration of different strategies Does it look right? Does it sound right.
3.GOOD AND BAD POINT OF APPROACHING TEACH WRITING SKILL
Writing Some advantages and disadvantages of guided writing based on explanations above are as follows: First, on the positive side, students appreciate the models or examples that show what they have to do in writing. Students’ vocabulary building is involved in the process of writing preparation so that students may build their self-confidence in composing writing. Students may quickly go through the exercises orally, so that students can see how they work. In oral preparation, it can be done in different ways according to the interest and ability of the class. Furthermore, ideas about what to write come from the students themselves.
This makes the activity much more interesting and involves the class more. Byrd and Gallingame in Reid states that: “The exercises in Write Away are grammatically focused and are always meaningfully contextualized. Students will be able to use their understanding of the content to sharpen their grammatical accuracy he advantage of using Write Away is that these grammatical operations in writing and revising are anticipated and laid out in the sequence of each unit. The results of the operations applied in sequence will produce a well-formed composition.
” Furthermore, guided writing emphasizes writing process so that the product of the writing activities is less purposeful especially for students in discovering the texts’ true message due to the structural aspect of the text. The third question is about the advantages and disadvantages of creative writing. They all point out that creative writing is very helpful in our classrooms. The fourth question is about the techniques that teacher’s use; all of the teachers use two methods. The first method is to finish a story and the second is to write a story. The fifth question is if the teachers do participate in creative writing groups, none of them did. How can a teacher that does not like learning about creative writing, teach about creative writing? According to the article some teachers say that creative writing takes time and lower achieving students can’t complete their homework.
The teachers who were utilizing creative writing more scored at the level they were predicted to score on. Most of the research articles took place in schools with students who came from a low or middle socioeconomic status. The area of development that I am going to focus on is the cognitive and emotional area. In all these classrooms that the research was done in teachers have incorporated positive and negative reinforcements for students to listen to the instructions that they are giving. This makes it easier for the teacher to teach the students. The teachers in these articles are shaping students to be successful in different formats of writing whether it is essay writing, research note taking or creative writing.
CONCLUSION
Interactive writing is a writing process used to teach (usually younger) students how to write. The process involves the sharing of a pen between the teacher and students. It can be done in a one-on-one private lesson with a student, or with a small group of students. The purpose or the procedure is to teach children how to write well by allowing them to directly copy the demonstration of the teacher.
Interactive writing helps students advance their writing skills as using the same pen as the teacher, immediately after their example, creates the right mindset for the child to copy the technique of the teacher correctly. By directly following the guide of the teacher the child advances far more than if they were to use their own pen and paper.
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