Unit11TeachingWritingWewriteforvariousreasons,andwewriteinvariousways.105.Whatdowewriteinreality?Forexample,letters,journals,notes,instructions,posters,essays,reports,menus.Fillingformsandansweringquestionnairesarealsotasksinvolvingwriting.106.Reasonsforwritinginreality:Wewriteforvariousreasons:toconveymessages;tokeeparecordofwhatisinourmind.107.Waystowriteinreality:Somepeopleneverputdownawordbeforerehearsingthesentencemanytimesintheirmind,whileotherpeoplewritedownanythingthatcomestotheirmindandthendoalotofeditingandproof-reading.108.AtypicalwritingtaskintraditionalEnglishtextbooksjustlike:ADayontheFarm;ADayintheFactory.109.ProblemsinwritingtasksinexistingEnglishtextbooks*ManywritingtasksinexistingEnglishtextbooksfailtohaveacommunicativeelementduetothefollowingdeficiencies（notefficiency）:1)Theyaremainlyaccuracy-based.2)Theyaredesignedtopractisecertaintargetstructures.3)Thereisinsufficientpreparationbeforethewritingstage.4)Thereisnosenseofaudience.5)Thereisnosenseofauthenticity.6)Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.7)Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginal/creativeideas.110What’scalledAprocessapproachtowriting1).DefinitionWhatreallymattersormakesadifferenceisthehelpthattheteacherprovidestoguidethestudentsthroughtheprocessthattheyundergowhentheyarewriting.2).Thefeaturesoftheprocessapproachtowriting:Brown(1994b:320-1)summariesthefeaturesofprocesswritingasfollows:1).Focusontheprocessofwritingthatleadstothefinalwrittenproduct;2).Helpstudentwriterstounderstandtheirowncomposingprocess;3).Helpthemtobuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;4).Givestudentstimetowriteandrewrite;5).Placecentralimportanceontheprocessofrevision;6).Letstudentsdiscoverwhattheywanttosayastheywrite;7).Givestudentsfeedbackthroughoutthecomposingprocess(notjustonthefinalproduct)toconsiderastheyattempttobringtheirexpressioncloserandclosertointention;9).Encouragefeedbackbothfromtheinstructorandpeers;10).Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposition.111.Writingthroughe-mail1).Advantages:a.E-mailprovidesaperfectmechanismforstudentstosubmitdraftsandforteacherstolookthemoverattheirconvenienceandsendthembackwithcomments--once,twice,orseveraltimes.b.Inane-mailbasedwritingscheme,thestudentscannotonlysendtheirwritingtotheteacher,theycanalsosendtheirworktoeachothersimultaneously.c.Whenwritingthroughe-mail,studentshaveafeelingofreal-timewriting.2).Tworeasonswhysomepeoplemayargueagainstpromotingtheuseofe-mailintheteachingofwritingFirst,theirstudentsdonothaveaccesstocomputers,letalonee-mail.Second,theydonothavethetechnologyforrunningthee-maillist.3).ProblemsinwritingtasksinexistingEnglishtextbooks:(1)Theyaremainlyaccuracy-based.(2)Theyaredesignedtopracticecertaintargetstructures.(3)Thereisinsufficientpreparationbeforethewritingstage.(4)Thereisnosenseofaudience.(5)Thereisnosenseofauthenticity.(6)Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown.(7)Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginal/creativeideas.112.Aprocessapproachtowriting1)Thefeaturesoftheprocessapproachtowriting:Thereisnowidelyaccepteddefinitionfortheprocessapproachtowriting.Brown(1994b:320-1)summariesthefeaturesofprocesswritingasfollows:1).Focusontheprocessofwritingthatleadstothefinalwrittenproduct;2).Helpstudentwriterstounderstandtheirowncomposingprocess;3).Helpthemtobuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;4).Givestudentstimetowriteandrewrite;5).Placecentralimportanceontheprocessofrevision;6).Letstudentsdiscoverwhattheywanttosayastheywrite;7).Givestudentsfeedbackthroughout
