Teaching English as a Foreign Language, Second Edition

Suggestions for further reading
All books mentioned in the text above, and
J.P.B.Allen and S.Pit Corder (eds), The Edinburgh Course in Applied
Linguistics, Vol. 3, Techniques in Applied Linguistics, Oxford
University Press, 1974.
C.J.Brumfit, ‘The Teaching of Advanced Reading Skills in Foreign
languages with Particular Reference to English as a Foreign Language’,
survey article in Language Teaching and Linguistics: Abstracts, vol. 10,
Cambridge University Press, 1977b.
F.Grellet, Developing Reading Skills, Cambridge University Press, 1981.
R.Isaacs, Learning Through Language, Tanzania Publishing House,
Macmillan, 1968.
W.F.Mackey, Language Teaching Analysis, Longman, 1965.
M.Macmillan, Efficiency in Reading, British Council, ETIC Occasional
Paper no. 6, 1965.
C.Nuttall, Teaching Reading Skills in a Foreign Language, Heinemann,
1982.
F.Smith, Understanding Reading, New York: Holt, Rinehart—Winston,
1970.
H.G.Widdowson, Stylistics and the Teaching of Literature, Longman, 1976.

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Chapter 8
Writing
The nature of the writing skill
When we write, unlike when we talk, we are engaged in an
activity which is usually at the same time both private and
public. It is private because the act of composition is by its
nature solitary, but it is public in that most writing is
intended for an audience, often one which is extremely
difficult to define. The act of writing differs from that of
talking in that it is less spontaneous and more permanent,
and the resources which are available for communication are
fewer because we cannot—as we do in conversation—
interact with the listeners and adapt as we go along. For this
reason the conventions of writing tend to be less flexible than
those of conversation, and the language which is used tends
to be standardised. If the goal of the English teacher is to
enable students to produce fluent, accurate and appropriate
written English, there are a number of aspects which need to
be considered. These are:
1 Mechanical problems with the script of English;
2 Problems of accuracy of English grammar and lexis;
3 Problems of relating the style of writing to the demands of
a particular situation;
4 Problems of developing ease and comfort in expressing
what needs to be said.
In this chapter the last three areas will be discussed. The first
area is only of importance when students are moving from a

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Writing
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language which uses another form of script, and teaching
English script is a specialised skill. The book list at the end of
the chapter includes a book which gives advice on this aspect
of teaching writing.
Although the teaching of the script can be easily separated
from the other aspects of writing, there are a number of
fundamentally similar aspects which all teachers of English
need to take into account. Students need to be able to copy
confidently and accurately, and to observe a number of
conventions on (for example) paragraphing and punctuation.
However, it is easy to include work on these areas in the course
of developing work related to the other areas mentioned.
A great deal of the writing that occurs in the foreign
language classroom is not primarily concerned so much with
developing writing skills as with reinforcing the teaching of