王薔 英語教學(xué)法教程 第二版 Unit12

Unit12TeachingWriting一、What,whyandhowdowewrite1.Writingtasksinreality:Wewritetogetthingsdoneandtoformandmaintainsocialrelationships.Inreality,thereisagreatvarietyofthingswewrite,forexample,letters,journals,notes,instructions,posters,essays,reports,menus.Fillinginforms,similartasksandansweringquestionnairesarealsowriting.2.Reasonsforwritinginreality:Wewriteforvariousreasons,suchastoconveymessagesortokeeparecordofwhatisinourmind.Thereareotherreasonswhyweshouldgetstudentsinvolvedinwritinginaforeignlanguage.Writingcangiveavoicetoshystudentsaswritingcanserveasamediumthroughwhichlessconfidentstudentscancommunicatewiththeirteachers.Moreover,writingcanbelessthreateningforanxiousstudentsasitgivesthemtimetothinkabouttheirmeaningandpurpose.Writingcanalsoraiseawarenessofhowlanguageworks.Throughwriting,studentswillbecomemorefamiliarwiththelinguisticandsocialconventionsofwritinginEnglish.3.Waystowrite:①Astothewaywewrite,therearecollaborativeandsolitarywriting.Somepeopleneverputdownawordbeforerehearsingthesentencemanytimesintheirmind,whileotherpeoplewritedownanythingthatcomestotheirmindbeforetheystartdraftingandthendoalotofeditingandproof-reading.②ELTwritingvs.WritinginrealityComparingwritinginourEnglishteachingclassroomwithwritinginreality,itiseasytofindtwomajordifferences.First,writinginELTclassroomisoftenseenasameanstoconsolidatelanguagethatisrecentlystudiedwhilewewriteforcommunicationinrealitytoconveymessagesorforself-creation.Second,intheELTclassroom,especiallyintraditionalpedagogy,writingoftengoesthisway:theteachergivesatopicoraselectionoftopics,asetofrequirements,andatimelimit.Thestudentsfinishthetaskwithinthetimelimitandhandinthefinalproduct.ELTwritingtaskslackauthenticity.ELTwritingtasksfocusontheproductratherthanprocess,ignoringplanning,drafting,rewritingstages.Soweshouldmakestudentswanttowriteinthefirstplace,thenteachthemhowtowrite.二、Acommunicativeapproachtowriting交際寫作法Mechanicalwritingactivitiesdonotbythemselvesmotivatestudents.Tomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.Inshort,studentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.Withdifferentaudiencesanddifferentpurposes,thewritingpiececouldvarygreatly.Somewritingactivitiescanbebetween‘writingforlearning’and‘writingforcommunication’.三、ProblemsinwritingtasksManywritingtasks,inexistingtextbooksandinclassroomteaching,failtohaveacommunicativeelementduetothefollowingdeficiencies:①Theyaremainlyaccuracy-based;②Theyaredesignedtopracticecertaintargetstructures;③Thereisinsufficientpreparationbeforethewritingstage;④Thereisnosenseofaudience;⑤Thereisnosenseofauthenticity;⑥Studentsaregivenideastoexpressratherthanbeinginvitedtoinventtheirown;⑦Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas;⑧Manyofthemaretest-oriented.四、Aprocessapproachtowriting過程寫作法Aprocessapproachtowritingistheprocesstheteacherprovidehelptoguidestudentsthroughtheprocessthattheyundergowhentheyarewriting.Theprocessapproachtowritingdoesnotonlypayattentiontowhatstudentsdowhiletheyarewriting,italsoattachesgreatimportancetowhattheyandtheteacherdobeforetheystartwritingandaftertheyfinishwriting.1.Thefeaturesoftheprocessapproachtowriting:Brownsummarisesthefeaturesofprocesswritingasfollows:①Focusontheprocessofwritingthatleadstothefinalwrittenproduct;②Helpstudentwritersunderstandtheirowncomposingprocess;③Helpthembuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;④Givestudentstimetowriteandrewrite;⑤Placecentralimportanceontheprocessofrevision;⑥Letstudentsdiscoverwhattheywanttosayastheywrite;⑦Givestudentsfeedbackthroughoutthecomposingprocess（notjustonthefinalproduct）toconsiderastheyattempttobringtheirexpressioncloserandclosertointention;⑧Encouragefeedbackbothfromtheinstructorandpeers;⑨Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposition.2.Themainproceduresofprocesswriting:（1）CreatingamotivationtowriteOnlywhenstudentshaveaclearpurposeorareasontowrite,willtheyfeelmotivatedoreagertowrite.（2）BrainstormingStudentsworktogethertobrainstormideasforwriting,studentscanlistalltheideasrelatedtothetopiconapieceofpaperorontheblackboard.（3）MappingMappinghelpsstudentsorganizetheseideas.Mappingwillgivestudentstheopportunitytoselectfromthelistthoseusefulideastobeincludedintheirwritingandalsotoseehowtheseideascanbeputtogetherinacoherentorlogicalwaytopresentaconvincingargument.（4）FreewritingFreewritingreferstothestagewhenstudentsstartwritingfreelyaboutthetopicfollowingmapping.Freewritingcanhelpstudentsdevelopfluencyinwriting.（5）OutliningAnoutlineusuallyillustratesthemainorganizingstructureandthemostimportantpointsoftheessay.（6）DraftingThedevelopmentofideasismoreimportantthangettinggrammaticalstructures,punctuationorspellingcorrect.（7）EditingEditingisthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.Editingmaytaketwoforms:peereditingandself-editing.Peereditingreferstostudents’editingofeachother’swritings,whileself-editingreferstostudents’editingoftheirownwritings.Botheditingactivitiesarebeneficialforimprovingstudents’writingskillsasbothprocessescanhelpraisetheirawarenessabouthowtodevelopideasandhowtowriteclearlywiththehelpoftheirknowledgeingrammar,spellingandpunctuation.（8）RevisingRevisingisthestagewhenteachersguidestudentstomakenecessaryimprovementsinbothorganizationandcontentsbasedoneitherself-editingorpeerediting.（9）ProofreadingAtthisstage,studentsshouldbeguidedtoreadtheirwritingsagaincarefullyforanymistakesingrammar,spelling,punctuation,orcapitalization.（10）ConferencingConferencingreferstoaprivatemeetingbetweentheteacherandeachindividualstudent.Itisimportantforteacherstotalkfacetofacewithstudentsabouttheirwriting,pointingouttheirstrengthandweaknesses.3.UsingtheInternettopromoteprocesswriting:Researchindicatesthatstudentsprefertosubmitdraftsoneatatimetotheteacherandrevisetheirworkafterseekingcommentsoradvicefromtheteacher.1)Advantagesofane-mailbasedwritingscheme:①E-mailprovidesaperfectmechanismforstudentstosubmitdraftsandforteacherstolookthemoverattheirconvenienceandsendthembackwithcomments—once,twice,orseveraltimes.Theteachercanstoreallthedraftsforlaterreviewandanalysisoftherevisionprocess.②Inane-mailbasedwritingscheme,thestudentscannotonlysendtheirwritingtotheteacher,butalsosendtheirworktoeachothersimultaneouslysoastoreceivecommentsfromallpeers.③Whenwritingthroughe-mail,studentshaveafeelingofreal-timewriting,writingforthepurposeofsharingideaswiththeirteacherorclassmates.Therefore,newideasaresharedpromptlyandcanberespondedtoquickly.2)Tworeasonsagainstpromotingtheuseofe-mailintheteachingofwriting:①Studentsdon’thaveaccesstocomputers,letalonee-mail.②Teachersdon’thavethetechnologyforrunningthee-maillist.Otherusefulways:Blogging,BBS,Moodle.五、MotivatingstudentstowriteAswritingcanonlybe