Process Approach to Teaching Writing Applied in Different Teaching Models

Sun, Chunling; Guo-ping, Feng

doi:10.5539/elt.v2n1p150

Cited by 43 publications

(55 citation statements)

References 2 publications

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“…The process approach is also recommended for teaching writing because the emphasis is on the process of writing itself, not on the product (Sun & Feng, 2009). Thus, writers should be trained to constantly ask themselves how to write and how to get writing started.…”

Section: The Process Approachmentioning

confidence: 99%

Challenges Face Arab Students in Writing Well-Developed Paragraphs in English

Rass¹

2015

ELT

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This study aimed to investigate problems facing Palestinian Arab students from Israel who are majoring in teaching English as a Foreign Language (EFL) in developing well-written paragraphs in English. They usually transfer the stylistic features of their first language, Arabic to the target language, English. For example, they tend to write long sentences with coordinating conjunctions (Al-Khatib, 2001), repeat themselves and argue through presentation and elaboration (Almehmadi, 2013), and often talk around the topic and repeat phrases before stating the main points (Alsamadani, 2010). The data had been accumulated for the last fourteen years include samples of 205 students, which show similar repeated types of mistakes and errors made by the participants of the first year writing course. The accumulated data show that students face many problems in writing good topic as well as concluding sentences, supporting details by adding examples and reasons and using discourse markers appropriately. To help these learners write good samples of paragraphs in English, a variety of approaches such as contrastive analysis, error analysis, and the process approach have been employed. The findings indicated that by the end of their first school year, most of them succeed in writing topic and concluding sentences. However, (1) providing supporting details including examples and reasons is not fully mastered; (2) the style of English is not completely acquired: Some students continue transferring the style of Arabic writing; and (3) developing a cohesive paragraph using the right coordinators and transition words still needs a lot of practice.

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Section: The Process Approachmentioning

confidence: 99%

Challenges Face Arab Students in Writing Well-Developed Paragraphs in English

Rass¹

2015

ELT

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“…But it is widely acknowledged that teaching design and effect of EFL writing is not optimistic in China (e.g. Li, 2000;Zhang et al, 1995): The phenomena such as general, abstruse and scattered teaching content, poor practice, one-sided teaching concept and priority, stereotyped process are very common in teaching practice. Well designed teaching is very rare phenomena.…”

Section: The Present Situation Of the Teaching Design Of Efl Writingmentioning

confidence: 99%

“…6, No. 2;2013 knowledge-oriented in the organization of teaching content, paying no attention to the packaging and design of the subject in terms of accumulation and integration, experience and appreciation, application and development, discovery and innovation; and most teaching mode follow the pattern-"knowledge→imparting" or "ability →training", lack of the guidance of independent, cooperative, inquiry learning. Two is inadequate implementation of student-centered principle.…”

Section: Problems Existing In the Teaching Design Of Efl Writingmentioning

confidence: 99%

The Application of “Three Dimensional” Model in the Teaching Design of EFL Writing

Li¹

2012

ELT

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As an indispensable and most difficult part of language acquisition, the importance of English writing has been intensified by the economic globalization and internet revolution due to the special role of English as a universal language (Warshauer, 2000). However, writing teaching and learning has been long perplexing language teachers and learners even in the first language. Therefore many studies have been conducted on the revelation of the nature of writing and how to achieve it in pursuit of solutions to this problem. Consequently, the paradigm of teaching design of EFL Writing has experienced corresponding shift with the development of science, technology and social culture. Based on the analyses of various paradigms, the paper proposes the framework of a "three dimensional" model as well as its application in the teaching of EFL Business English discourse composition so as to cultivate the learners' all-round writing skills in the aspect of teaching design.

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Section: Introductionmentioning

confidence: 99%

“…At the beginning and the mid of 20 guideline for writing composition had been occurred as education policy (Ghabol et al, 2012). Its aim was to let students from lower to higher level of U.S. organize text by analyzing different writings (Sun et al, 2009). In 1960's, 1970's and 1980's education policy and higher standard researchers were used writing composition of first language (Badger & White, 2000).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Role of Students and Textbook on the Problems of Writing Effective Paragraph

Abaye¹

2016

Sci. Technol. Arts Res. J.

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This research focused on assessing the problems of students in writing effective paragraph. Its main objective is an assessment of the problems of students and text book on writing effective paragraph. In the research mixed approach research used was random stratified, and 90(30%) of participants were selected. The researcher used questionnaire, test, observation, interview and analyzing student's text book. The finding indicated that the students are not practicing to write effective paragraph. The mean value of students on paragraph writing test is below 50. This shows that there is a serious problem. Paragraph writing tasks which are included in student's text book only 13(14.44%). In general, students have many problems in writing effective paragraph; as they are not practicing paragraph writing and the limited number of paragraph writing tasks is used in student's text book. As the problem is widely observed, it invited students, teachers, Oromia edu bureau and other concerned bodies to device mechanisms of alleviation strategies Copyright@2015 STAR Journal INTRODUCTIONThe base for composition writing began in 1960 concerning on the development of first language writing. At that time, study on organization, composition writing, and linguistics was started (Ferris & Hedgcock, 2005). However, there was no guideline of composition writing until 1980's. At the beginning and the mid of 20 guideline for writing composition had been occurred as education policy (Ghabol et al., 2012). Its aim was to let students from lower to higher level of U.S. organize text by analyzing different writings (Sun et al., 2009).In 1960's, 1970's and 1980's education policy and higher standard researchers were used writing composition of first language (Badger & White, 2000). The process of writing which was begun during this time gave due attention for individual creative writing (Hasan al., 2010;Nunan, 1999). The focus of this approach was to solve problems, to observation, to explaining or to describe things in writing, the idea of redundancy rounded writing composition (Ferris & Hedgcock, 2005) As Susser (1994) states, at the beginning of 20 those who used the process of paragraph writing in 1 language as source were the follower of John Dewey "learning is a process". Due to this, starting from that time was being raised as a theory debate in methods of teaching writing and conducting research. Concerning the process of writing research in 1 st language to teach paragraph composition in English, the first guideline was describing the process of writing (Zamel, 1983 Abstract ArticleThis research focused on assessing the problems of students in writing effective paragraph. Its main objective is an assessment of the problems of students and text book on writing effective paragraph. In the research mixed approach research design was used. The sampling technique used was random stratified, and 90(30%) of participants were selected. The researcher used questionnaire, test, observation, interview and analyzing student's text bo...

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Process Approach to Teaching Writing Applied in Different Teaching Models

Cited by 43 publications

References 2 publications

Challenges Face Arab Students in Writing Well-Developed Paragraphs in English

Challenges Face Arab Students in Writing Well-Developed Paragraphs in English

The Application of “Three Dimensional” Model in the Teaching Design of EFL Writing

Assessing the Role of Students and Textbook on the Problems of Writing Effective Paragraph

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