Writing+Theory

 Teaching Writing- the Importance of Grammar and Vocabulary in Reading  ** What is writing? **  Writing is a complicated, interactive, and recursive process in which the writer is engaged.  2. **Describe briefly the 4 approaches to teaching second language writing, according to Raimes (1991):**  Focus on Form (138-143)  Dating back to the era of the audio-lingual method in the 1960s, when writing was predominantly viewed as a means of reinforcing speech patterns, writing instruction focused on sentence-level linguistics forms. By the 1970s, instruction moved beyond the sentence level to controlled discourse in the form of sentence combining and controlled compositions that required learners to manipulate certain features of whole paragraphs, such as changing the text from active to passive voice or from present tense to future tense. A focus on form continues to be a crucial aspect of second language writing instruction with researchers and practitioners probing the pivotal question of what role grammar instruction should have in the teaching of writing.   (b) **Focus on the Writer and the Writing Process (143-150)**  Teachers allowed time for pre-writing activities, including brainstorming and bridging to students’ background knowledge, before students began to compose. Students were encouraged to write multiple drafts, communicate with authentic audiences, share feedback with peers, and publish their writing in one of numerous forms. One of the earliest uses of technology in the English a s a second language curriculum was to support the process approach to teaching writing. Technology enhances this approach in terms of providing both collaborative writing opportunities and individualized skill development using computer-based programs. In the pre-writing stage, students can use word processors and brainstorming software, such as Inspiration. Students can also brainstorm as a whole class using an electronic whiteboard or “smart board”. Word processors make composing much easier, since students find it less intimidating to write when they discover how easy it is to edit and revise their writing. After students have composed the first draft of their writing on the word processor, they can edit and revise their work by utilizing the peer review capabilities of the software. In addition to peer feedback, teacher conferences are especially useful in assisting students to determine which areas of their writing need improvement.

 (c) **Focus on the Content (150-151)**  Research has shown that for English language learners of all ages, literature serves as rich content for language development (Reid, 1993). Literature serves as a model for good writing and reflects the culture of the target language (Ibson, 1990; Carter and Long, 1987). Content-based instruction with ELLs can draw on subject matter software to enhance language skills and develop content knowledge. Programs that are ideally suited to the needs of English language learners are those that have the following characteristics:  Incorporate some combination of audio, video, and graphics to support comprehension.  Stimulate critical thinking through problem-solving tasks.  Use easily identifiable icons for easy navigation of the program.  <span style="font-size: 14pt; color: black; line-height: 150%; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold;"> Paralleling and complimenting the attention to content that emerged in the 1980s was a movement toward greater consideration of the reader and reader expectations in the academic community. In this audience-dominated approach, the reader is not just an individual, but rather the larger academic discourse community into which the writer will become socialized (Raimes, 1991). In this approach, ESL teachers typically develop theme-based lessons that practice various rhetorical forms and assist students in the development of academic writing skills that are transferable across the curriculum (Johns, 1988).
 * (d) Focus on the Reader (152-153) **