- 1. Explanation and analysis
- (a) a process
- (b) an opinion or point of view
- (c) event(s) and phenomena
- (d) instructions and directions
- 2. Argument
- (a) persuasion
- (b) refutation
- (c) examining both sides of a point
- 3. Description and summary
- (a) a thing
- (b) a person
- (c) a place
- (d) an event
- (e) concepts
- 4. Narration
- (a) a series of events; a report
- (b) biography or autobiography
- (c) historical events
- (d) fiction or nonfiction
How do we design writing tasks - Product and process
- Information gap
- Recursive activity involving revision of successive drafts
- Three-stage process: pre-writing,writing, revision
- Interesting
- Co-operative
- Purpose
- Linking different skills
- Various
Product-oriented Approach - Focusing on the end result of the learning process
- Students producing texts for teachers to evaluate , not to communicate meaningfully with another person
- Classroom activities in which the learner is engaged in imitating, copying and transforming models of correct language.
- At the level of sentence
- Students are passive
- Individual work
- Quality rather than quantity
Process-oriented Approach - Focusing on the various classroom activities which promote the development of skilled language use
- At the discourse level
- Focusing on quantity rather than quality
- Collaborative group work between learners as a way of enhancing motivation and developing positive attitudes towards writing.
- Linking with other skills
- Written practice
- Written communicative activities
Written Practice - Sentence writing
- Parallel writing
- Cohesion and coherence
- Oral composition
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