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Tesl Report!!!

1. The document discusses the history and approaches to teaching English composition, including the product approach (pre-1960s), controlled composition model (1960s), and process-based approach (1970s). 2. It also covers considerations for developing an ESL/EFL writing curriculum such as placement procedures, establishing curriculum principles, and syllabus design. 3. Finally, it discusses techniques for the writing class including pre-writing strategies like listing, brainstorming, freewriting, and clustering to get students started on writing assignments.

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JUDY DIOLATA
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41 views3 pages

Tesl Report!!!

1. The document discusses the history and approaches to teaching English composition, including the product approach (pre-1960s), controlled composition model (1960s), and process-based approach (1970s). 2. It also covers considerations for developing an ESL/EFL writing curriculum such as placement procedures, establishing curriculum principles, and syllabus design. 3. Finally, it discusses techniques for the writing class including pre-writing strategies like listing, brainstorming, freewriting, and clustering to get students started on writing assignments.

Uploaded by

JUDY DIOLATA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1.

Building background knowledge


Prior to mid-1960s
Product approach

 Was the model for teaching composition to NES.


 Focused on evaluating student essays
 Centered on the written product

The 1960s
Controlled composition model

 Dominated in ESL composition teaching in North America


 Served the learners primary as reinforcement of language rules
 Used the writing tasks controlled in order to reduce errors

Mid 1960s
The Late 1960s
 Concluded that the writers do not produce text in the traditional paradigm
outlined
 Pioneered the think aloud procedure for collecting information about
students writing processes

Process-based Approach
 Focused on the process, the content
 Serves today as an umbrella term for many types of writing course

The Teaching of ESL Writing in North America


 Focus on form => focus on the writer (the mid 1970)
 A focus on content-based instruction (the mid 1980)
 A focus on a reader- dominated approach

These multiple approaches to teaching writing coexist.


Teachers need to have a solid scholarly training to develop their own approach to the
teaching of writing.
2. The Writing Curriculum
Placement consideration
EFL writing courses have a number of different classes at various levels.
Scoring writing placement tests is complex and time-procedure.
Teachers can score placement essays using a global holistic scale.
(e.g. the six-point scale for TOEFL test of written English, 100-point ESL English
composition profile)
Establishing Curriculum Principles

 Students’ skill levels will determine to a large extent the scope of writing
activities students are able to undertake once they are placed into classes.

 Writing activities that involve a variety of grammatical manipulations, the


imitation of models constructed for teaching purposes, preparation of short
texts using material supplied to the student writer, and practice in self-
expression for its own sake certainly serve a function in helping students
acquire familiarity with the nature of English-language texts and in laying
the groundwork for more complex and writing tasks to follow.

3. The Writing Class


Syllabus Design
 Syllabus design should be taken into account curricular goals and the
particular students the teacher will face.
 Teachers need to consider the aspects of course planning:

1. How much students are expected to complete during the term


2. What timelines and deadlines are working on and completing papers
3. How many of the formal writing assignments will be done in class
4. What aspects of the composing process will be presented
5. What aspects of English grammar and syntax
6. What will be seen to constitute progress in acquiring improved writing skills as the
term moves along
7. How much reading will be covered
8. How the student’s grade or a decision of credit/ no credit will be designed

 The teacher uses the syllabus to announce to students what he/ she sees
as important to the course as well as what is important to good writing.

Techniques for getting started


The Pre-Writing Stage: prior to actual production of a working text
Strategies for Getting Started with a Writing Task

 To share students’ collective knowledge to a particular subject


 A group exercise

Listing

 To produce a lengthy list of all possible main ideas and subcategories that
come to mind at hand
 An individual activity

Using Readings in the Writing Class


 Promotes improvement in writing proficiency
 Provides input that helps students develop awareness of-

>Particular stylistic choices


>Grammatical features
>Method of development
>Markers, cohesion and coherence, etc.
Reading can be problematic if teacher uses the topic of the readings to turn a generic
writing course into a class of the subject matter area of the readings and loses sight of
the focus on improvement of writing.
Monday, May 5, 2015
$1.25
(How is writing actually produced?)
Brainstorming
however,
Vol XCIII, No. 311
Freewriting
The insights of process-based approach research began and impact the teaching
writing of NES and ELL.
CONSIDERATIONS FOR TEACHING AN ESL/ EFL WRITING COURSE
Clustering
Prepared by: Ms. Quelby Ann R. Baccay
To write for a specified period of time without taking students’ pen from the page

To place a keyword or central idea in the center of a page and to jot down all of the free-
associations triggered by the subject matter

Janet Emig (1971)


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