Define and contrast descriptive, correlational and experimental studiesgiving examples of how each of these have be used in educational psychology. In your discussion, define and differentiate the following terms:
Through writing we can inform others, carry out transactions, persuade, infuriate, tell how we feel, come to terms with problems, and learn to shape our thoughts, our ideas and our lives.
However, we all know that writing -- and learning to write, especially in a second language -- is not simply a matter of "writing things down"; the process is very complex, and the old saying, "If you can say it, you can write it," is very simplistic.
This would not be the kind of writing that students should strive to learn and teachers to teach. How should student writers be taught in order to become competent writers?
In this paper I will try, first, to elaborate on the contemporary thoughts about the teaching of writing, and second, to suggest ways to help second language writers experience a sense of ownership of their writing so that they become competent.
Writing Contemporary Thoughts The teaching of writing has undergone a dramatic change in recent times. Writing has become a process of natural generation of ideas with focus on meaning and communication that precedes concerns about form and grammar.
Consequently, ESL writing instruction has become focused on the literacy beliefs of heuristics, experimentation and emergent fluency rather than mechanical accuracy and fidelity to form. Thus, although with caution, ESL student-writers are encouraged to manage their writing acts by proceeding somewhat independently in a discovery mode in order to determine and solve the problem of their composing.
Then we can say that the process-oriented pedagogies could improve instruction, if implemented properly without totally neglecting the "product"since they: Provide opportunities for involving students in their own writing: Support the beliefs that composition cannot be taught via sets of identifiable rules and that the classroom can be a setting for real communication.
How can second language writers be given opportunities to self-sponsor their writing? How should teachers proceed to create classrooms for authors and have students own their writing? In order to make students effective writers who own their writing, we should train them in composing, exploring, conceptualizing, drafting, revising, creating not only writing or transcribing.
Moreover, it is suggested to use a blend of diverse tasks that elicit performance ranging from the careful style to the vernacular style. After all, students should be encouraged to use the language independently to inform, narrate, describe, question, persuade, express feelings and attitudes, discuss ideas, and support points of view.
When designing writing practice at the Advanced level, it is important to include various aspects of the composing process in the instructional sequence.
The various steps of the composing process need to be taught, and practiced more overtly than has typically been the case in many foreign language programs. Therefore, a few texts have been developed for advanced students Valdes, Dvorak, and Hannum, ; that lead them through various steps or stages as they engage in creative and expressive writing, concentrating on organization, style, and the development of greater precision in grammar and vocabulary in the process.
In these texts students practice various types of writing, including description, narration, and exposition, using rhetorical techniques such as definition, classification, comparison and contrast, and argumentation.
The typical writing lesson involves three phases:Spelling and grammar are not important for this activity; it is ideas that we are trying to grasp. Give your students a set length of time for this activity.
If they are young you may want to limit it to two or three minutes; older students can probably write for five to ten minutes.
Introduction how to teach spelling I must confess that this page on teaching spelling is a little bit of a misnomer.
It's actually more of a page about learning to spell more efficiently. Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.
In Teaching Vocabulary Explicitly, digest used in the above text is repeated three times. If students understand digest in this context, they have a better chance of knowing vocabulary.
Effective Instructional Strategies. Teaching Vocabulary Explicitly Teaching. ADVANCED WRITING. IN ENGLISH AS A FOREIGN LANGUAGE A Corpus-Based Study of Processes and Products Horvath Jozsef Lingua Franca Csoport ADVANCED WRITING IN ENGLISH.
3 Seven Recommendations for Teaching Writing Recommendation 1. Dedicate time to writing, with writing occurring across the curriculum, and involve students in various forms of writing over time.