Пәннің оқу-әдістемелік кешенін құрастырушы: Абадилдаева Ш. К
Types of Classroom Writing Performance
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- 2. Intensive, or, controlled
- 3. Self-writing
- 4. Display writing
- 5. Real writing
| Types of Classroom Writing Performance
While various genres of written texts abound, classroom writing performance is by comparison, limited. Consider the following five major categories of classroom writing performance: 1. Imitative, or, writing down At the beginning level of learning to write, students will simply "write down" English letters, words, and possibly sentences in order to learn the conventions of the orthographic code. Some forms of dictation fall into this category. 2. Intensive, or, controlled Writing is sometimes used as a production mode for learning, reinforcing, or testing grammatical concepts. This intensive writing typically appears in controlled, written grammar exercises. This type of writing would not allow much, if any, creativity on the part of the writer. A common form of controlled writing is to present a paragraph to students in which they have to alter a given structure throughout. So, for example, they may be asked to change all present tense verbs to past; in such a case, students may need to alter other time references in the paragraph. 3. Self-writing A significant proportion of classroom writing may be devoted to self-writing, or writing with only the self in mind as an audience. The most salient instance of this category in classrooms is notetaking, where students take notes during a lecture for the purpose of later recall. 4. Display writing It was already noted earlier that writing within the school curricular context is a way of life. For all language students, short answer exercises, essay examinations, and even research reports will involve an element of display. For academically bound ESL students, one of the academic skills that they need to master is a whole array of display writing techniques. 5. Real writing The two categories of real and display writing are actually two ends of a continuum, and in between the two extremes lie some practical instances of a combination of display writing and real. Three subcategories illustrate how reality can be injected: (a) Academic. The Language Experience Approach gives groups of students opportunities to convey genuine information to each other. Contentbased instruction encourages the exchange of useful information, and some of this learning uses the written word. Group problem-solving tasks, especially those that relate to current issues and other personally relevant topics, may have a writing component in which information is genuinely sought and conveyed. Peer-editing work adds to what would otherwise be an audience of one (the instructor) and provides real writing opportunity. In certain ESP and EAP courses, students may exchange new information with each other and with the instructor. (b) Vocational/technical. Quite a variety of real writing can take place in classes of students studying English for advancement in their occupation. Real letters can be written; genuine directions for some operation or assembly might be given; and actual forms can be filled out. These possibilities are even greater in what has come to be called "English in the Workplace" where ESL is offered within companies and corporations. (c) Personal. In virtually any ESL class, diaries, letters, post cards, notes, personal messages, and other informal writing can take place, especially within the context of an interactive classroom. While certain tasks may be somewhat contrived, nevertheless the genuine exchange of information can happen. жүктеу/скачать 1,59 Mb. Достарыңызбен бөлісу:
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