Major approaches to teaching writing: Product vs process

Major approaches to teaching writing: Product vs processStage 1: 	Ss are given a model to analyze its 	 	typical features. They are also 	asked to pay attention to the 	language and structures of the 	model.Stage 2: 	Ss work in pairs or groups to find 	out the ideas for the writing topic.Stage 3: 	Ss write the outline for their 	writing.Stage 4: 	Ss write the first drafts individually.Major approaches to teaching writing: Product vs processStage 5:	Ss exchange their papers with 	other Ss to get comments.Stage 6:	Ss get the paper back and write 	another version, making any changes 	 	basing on their friends’ feedback.Stage 7:	Ss may submit their writing to the 	 	 	 teacher for assessment.Stage 8:	T may correct one or two certain 	writing papers. T reminds Ss of 	common errors and the right use of 	 	necessary structures as well as 	vocabulary.Types of writing activitiesI/	Controlled writing1. Purpose: for students at elementary level, this can help students learn new words, structures. 2. Activities:Substitution/ Transformation. Gap-filling Completing the sentencesDescribing the picturesRe-ordering words to make complete sentencesUsing the cued words/phrases to make sentencesTypes of writing activitiesll.	Guided writing (freer writing)1. Purpose: Students move from controlled exercises to freer paragraph writing. This is quite a difficult task. However, Ss will make this transition more easily and learn more if we guide their writing.2. There are two main ways of doing this:By giving a short text as model.By doing oral preparation for the writing. Ss make suggestions, T builds up an outline or list of key expressions on the board. The Ss often use this as a basis for their writing.Types of writing activitieslll/	Free writing 1. Characteristics: no suggestion. encourages Ss’ creativity and is often more interesting to Ss.errors and mistakes are unpredictable.2. TypesParagraph writingEssay writingEnhancing students’ writing ability1.	Make good preparation for the writing tasks by providing Ss with relevant structures and vocabulary before they write their own.2.	Modify the writing tasks; give simpler tasks until they improve.3.	Give practice in planning, organizing and expressing information.4.	Give model or target essay.5.	Keep a record of common mistakes. Focus on one or two per lesson.6.	Insist on corrections. Test them later.7.	Do writing as group work. (The good help the weak.)Correcting written assignments1.	T asks Ss to exchange their paper with other Ss for peer correction.2.	T goes around, collecting mistakes and errors.3.	T collects some writings for quick feedback.4.	T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors.5.	Then T gives general comments on the writings. T may also collect some papers for marking at home.GHI CHÚ CHO GV Khi GV sửa bài viết của HS, GV cÇn sử dụng hệ thống viết tắt như sau:– sp = spelling mistake– G or g = grammar mistake– wo = word order– t = tense– A = article– voc = vocabulary– P = punctuation– Reph. = rephrase– ww = wrong word– Adj = adjective– Adv = adverb – c= countable– u = uncountable– ^ = missing word