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Tams Sermo

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17 views21 pages

Tams Sermo

Uploaded by

aprylrosecastro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 4:

Writing as a Process and as


a Product: How to Teach
and Assess Writing in the
Second Language
Presented by: Dian O. Sermo
BSED-ENGLISH 3A
WHAT IS
WRITING?
Writing
- is the process of using symbols (letters of
the alphabet, punctuation and spaces) to
communicate thoughts and ideas in a
readable form.
• Writing is a challenging and complex skill. Like speaking,
it entails the production of ideas in the most organized manner.

• It also requires one to be meticulous in polishing the paper in


terms of grammar and structure.

• Unlike speaking, where the audience can forget the speakers'


errors over time, writing leaves a document for audiences to
critique.
As future language teachers, you do not only
need to master the writing skills but also the
ability to teach writing.
• Teaching writing, according to Baggot (2012: 3), is "a
complex process for most teachers and often a difficult and
demanding task for students to master."

• With writing as part of the core curriculum now, "many


teachers will find themselves needing to teach writing and
may not feel well prepared to do so effectively (Weigle,
2024: 223).
PURPOSES
OF
TEACHING
WRITING
Writing is often taken as a task integrated with other
communication skills like reading.

Harmer (1998:79) offered four purposes of teaching


writing namely:

• Reinforcement
• Language development
• Learning style
• Writing as a skill
Reinforcement
Writing is considered as one of the ways of helping language
learners remember and even improve their fluency in the target
language.

Your lessons in the principles of teaching may remind you that


learning best happens when more senses are used.

So, writing the linguistic codes may help one to nuance sound-
spelling similarities and differences or commit to memory
important concepts they have read or listened to.
Language Development
Harmer (1998) asserts that learning a language is a process. He
recognized that writing, like the other communication skills, is
done in stages or procedural steps.

For instance, a language learner has to choose a topic and


considers some factors in doing so, whether the communication
task is listening, speaking, reading or writing.

The thought processes involved in these steps form part of the


language learning experience.
Learning Style
Our understanding of Gardner's Multiple Intelligences theory
would tell us that students differ in the way they learn.

Some may learn better when engaged in receptive


communication activities like listening and reading, while
others learn better when engaged in production activities like
speaking and writing.

Some may be quiet in the discussion but are passionately


expressive when asked to write.
Writing as a Skill

It has to be taught for its being.

Writing as a skill cannot be acquired or mastered


overnight.
PRINCIPLES
IN
WRITING
INSTRUCTION
Graham, MacArthur, and Fitzgerald (2007) have
offered four principles in writing instruction.

They reminded us that "writing is essential," and as such, we


are challenged to "do a better job in teaching it.

We need to know "what skilled writing looks like" and must


have a collection of "effective writing procedures for teaching
writing."
The Essence of Writing
Writing, according to Graham et al. (2007), is an effective and
versatile means of communication. It allows us to persuade our
audience or explain to them ideas.

It also offers a venue for self-expression, whether in a creative


or critical form of writing.

As language teachers, it is one of the most commonly used


tools for assessing language proficiency and academic
performance.
The Need for Effective Writing Instruction

Having pointed out the essence of writing, Graham et al. also


emphasized the need for writing instruction that is grounded
on research.

"Our instructional efforts in this area need to be informed by


what is known about the factors that foster writing
development and proven methods for promoting such
development."
Among the recent researches regarding our learners' writing
skills is the one done by Saavedra (2020:) which abstract revealed
the following:

1) lack of vocabulary in the target language

2) difficulty in conveying and organizing ideas


3) pupils' perception that writing is a hard task

4) lack of motivation and interest in writing

5) the difficulty in spelling, grammar and sentence construction


These factors can be attributed to the first languages of the
pupils (Chabacano, Bahasa Sug, and Cebuano), where English
and Filipino are considered as L2 only.

As future language teachers, these pieces of information


would serve as our compass in designing our learning plans,
our syllabus, or even the curriculum itself.
Knowledge of Effective Writing
We must equip ourselves with the content and procedural
knowledge in teaching writing.

Graham et al. contend that "If students are to become good


writers, we need to help them become strategic, knowledgeable,
and motivated writers who are not hampered by inefficient or
faulty transcription and sentence construction skills."
Effective Writing Procedure for
Teaching Writing

We are also challenged to research beyond the context and


reality of our learners' writing skills.

We must equip ourselves with the different perspectives on the


nature of writing and the pedagogies of writing instruction.
THANK
YOU

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