영어교육론 - Teaching Writing

Teaching writing

 

1. product/process-oriented approach

① product-oriented approach - focus on outcome, feedback on form and mechanics(error-free), try to meet criteria and predetermined features, use the model(sample) text as a source for imitation

② process-oriented approach - learn how writing is done, including various steps of rewriting, feedback on idea(content and organization), use the model(sample) text as a source for reference

 

2. composing procedure(stages) of process-oriented approach and the activities within them

① pre-writing - brainstorming, free-writing, clustering(begins with a key word placed in a center around which Ss jot down free associations), and listing(produce as lengthy a list as possible of the topic and subcategories)

② drafting - focus on the development of ideas, and the organization of those ideas(focus on fluency)

③ feedback - engage students in noticing errors and self correcting - from teacher(conference, portfolios - give formative feedback, which aims at encouraging the development of writing), from peers(peer feedback(editing) with structured feedback form including a list of questions such as checklists to lessen Ss' cognitive overload)

④ revising - revise the draft on the basis of feedback(+ engage students in reading aloud each other's draft)

⑤ editing - right before submitting their final product, Ss check local language issues like grammar or spelling

+ peer-editing은 content와 organization에 / proofreading은 language와 convention, mechanics에 적용

반응형

3. performances and activities

① intensive or controlled writing - T typically presents a short text and Ss alter a given structure - simulation of specific language features(grammar) (outcomes are same) ex) present를 past로 바꾸기

+ activities - controlled composition, question and answer, dicto-comp(listen twice and rewrite)

② guided writing - after provided with a certain content, Ss express it in their own sentence (outcomes are not same) - ex) teachers get students to write about a story just viewed on a videotape by asking questions

③ self-writing - note-taking(students take notes during a lecture for the purpose of later recall) or dialogue journal(students records thoughts, feelings, and reactions - fluency, it enables Ss and T to interact on one to one basis - interpersonal communication(the sense of authentic reader is important for participation))

+ free-writing - keep writing without stopping for spelling, grammar, or punctuation in a pre-writing activities

 

4. feedback

① global errors, which impede meaning, must be attended to earlier, but correcting local errors be delayed

② correction symbol(essay correction code, error code - 둘이 약간 다르긴 함)

⑴ advantages - easy and simple, 교사가 save time, 학생이 reflect on errors without fear

⑵ disadvantages - extra class가 필요(숙달과정), 풍부한 피드백을 전달 x, self-correction이 안되면 소용이 없다

 

5. contrastive rhetoric - the similarities or differences between the written forms naturally occurred across different society, in order to understand how writing conventions of one language influence a person's writing in another language; this may involve cultural awareness

+ rhetoric - conventions and styles of a writing(한 문화에서 통상적으로 글 쓰는 방법)

cf) mechanics - components of writing such as spelling, use of apostrophes, which are dealt in revision stage