Process writing text as a resource for comparison ideas as starting point more global, focus on purpose, theme, text type, i.
Students choose from a choice of comparable writing tasks. If studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques.
The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.
This is done in class and frequently in pairs or groups. This stage helps to make the hierarchical relationship of ideas more immediately obvious, which helps students with the structure of their texts. Stage 4 The end result of the learning process.
The aim is to achieve the best product possible. A summary of the differences Process-driven approaches show some similarities with task-based learning, in that students are given considerable freedom within the task.
Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language. They are not curbed by pre-emptive teaching of lexical or grammatical items. Stage 3 Organisation of ideas. Stage 2 This consists of controlled practice of the highlighted features, usually in isolation.
Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows; Stage 1 Generating ideas by brainstorming and discussion.
Stage 3 Students organise ideas into a mind map, spidergram, or linear form. A model for such an approach is outlined below: A process approach Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: Stage 6 Drafts are returned and improvements are made based upon peer feedback.
A final draft is written. Stage 4 Students write the first draft. Students extend ideas into note form, and judge quality and usefulness of ideas. However, process approaches do not repudiate all interest in the product, i.
Stage 1 Model texts are read, and then features of the genre are highlighted. A product approach This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage.Not much literature has been produced for this specific group of students: Dutch books do not usually deal with English language issues; English books on academic writing are aimed at native speakers; and books dealing with English language learning pay limited attention to academic writing issues.
Academic writing differs from other types of writing such as journalistic or creative writing.
In most forms of academic writing a detached and objective approach is required. An academic argument appeals to logic and provides evidence in support of an intellectual position. It is important to present your. Grammar for Academic Writing provides a selective overview of the key areas of English grammar that you need to master, in order to express yourself correctly and appropriately in academic writing.
Those areas. Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: brainstorming, group discussion, re-writing.
Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows. Vol. 2, No. 1 English Language Teaching Process Approach to Teaching Writing Applied in Different Teaching Models.
Approaches to Writing Instruction for Adolescent English Language Learners A DISCUSSION OF RECENT RESEARCH AND PRACTICE LITERATURE IN RELATION TO NATIONWIDE STANDARDS.Download