Contents introduction chapter I methods of teaching writing in high school

CHAPTER II.
TEACHING ENGLISH-LANGUAGE WRITING IN HIGH SCHOOL
2.1. Types of exercises for the formation of writing skills
In the "Writing" section, the skills of creating various types of written texts are monitored. In accordance with Russian educational standards, the Unified State Exam in English may include tasks evaluating the skills of productive writing in written messages of the following types: autobiography, resume, questionnaire, personal letter, business letter, abstracts, plan of written (oral) communication, etc.
As indicated in official documents, the purpose of the unified state exam (USE) is to assess the level of general education training in a foreign language of graduates of 11th grades of general education institutions for the purpose of their state (final) certification and competitive selection in institutions of secondary and higher professional education.
When performing tasks in the "letter" section From 1 (personal letter), students pay attention to carefully reading the instructions and the incentive text (an excerpt from a friend's letter in English). When getting acquainted with the incentive text, it is important to highlight the main issues that should be disclosed in the work; determine the style (official or unofficial), depending on the addressee and the type of task, develop the ability to plan a written statement and build it according to the plan. They teach students that the introduction and conclusion should not be larger in volume than the main part. They also always remind you that writing is characterized by the division of the text into paragraphs. They introduce students to different types of writing tasks in order to form an idea about the features of each type, as well as train students in writing written statements of different volumes so that they are ready to write a paper in accordance with the volume specified in the test task, which must be observed. If there are fewer words in the work, then the task is not subject to verification and is evaluated in O points. It is not necessary to describe unnecessary details. It is important to remember that the mandatory repeatable elements of the letter are the address, the address, the gratitude for the letter received, the final phrases and your real name at the end of the letter, and all this is already about 20 words. Students memorize all these phrases and the layout of the parts of the letter. They give tasks such as arranging parts of the contents of the postcard and addresses in the correct sequence, finding errors in the organization, punctuation and spelling in the postcard, changing the formal style of writing to non-formal. On the Unified State Exam , they teach how to act as follows:
1. Study writing - academic writing — written speech used for educational (academic) purposes. Examples of written speech messages are a synopsis and notes (notes), reviews (reviews), summaries (summaries) and essays (essays).
2.Professional writing - business writing is written speech used for professional purposes; it is implemented in such speech works as business letters, contracts, announcements, progress reports, articles, minutes, business notes (memoranda / memos).
3. Social writing is written speech used to maintain communication in the form of notes, private letters, postcards, e-mail messages, telephone messages.
4. Personal writing is written speech used for personal purposes in the form of diary entries (diaries, journals), mementos (reminders), recipes (recipes), writing addresses (addresses).
5. Creative writing is creative written speech: poems, short stories, scripts, essays, etc.
Within each type of expressive written speech, written messages are distinguished, based on which productivity prevails (if the content and language design are determined by the writer himself), or reproduction (with the written transmission of information obtained from written or oral sources, processed to varying degrees of convolution).
When writing an essay, students need to demonstrate the ability to see the problem from different sides, the ability to speak out "for and against". When creating a text, it is important to remember about the composition of the educational essay:
- introduction (the writer designates the problem);
- arguments "for" (logical and consistent presentation of arguments in defense of the described phenomenon or problem);
- arguments "against".(in this and the previous paragraph, you can briefly describe your own experience or your assessment of the phenomenon);
- conclusion (the summary of the entire essay should echo the first section).
In addition, students should be familiarized with the criteria for the correctness of the answer and taught self-checking and analysis of mistakes made.
Along with this, it should be noted the following: tasks in the "Letter" section are tasks with a detailed response. They provide an opportunity to check the level of formation of the ability to use written speech to solve communication-oriented tasks. Students must demonstrate the ability to write an essay of a given volume.
The motive and incentive for performing a written statement is an excerpt from a letter from a pen pal, in which events in the life of a friend are reported and questions are asked.
- arguments "for" (logical and consistent presentation of arguments in defense of the described phenomenon or problem);
- arguments "against".(in this and the previous paragraph, you can briefly describe your own experience or your assessment of the phenomenon);
- conclusion (the summary of the entire essay should echo the first section).
In addition, students should be familiarized with the criteria for the correctness of the answer and taught self-checking and analysis of mistakes made.
Along with this, it should be noted the following: tasks in the "Letter" section are tasks with a detailed response. They provide an opportunity to check the level of formation of the ability to use written speech to solve communication-oriented tasks. Students must demonstrate the ability to write an essay of a given volume.
The motive and incentive for performing a written statement is an excerpt from a letter from a pen pal, in which events in the life of a friend are reported and questions are asked.