Introduction
A fundamental aspect of acquiring skills in a new language is the ability to communicate messages in writing. For a teacher of English as a second language, nurturing students to develop sound writing skills is crucial to the success of the student both as a learner of the language, and their skills communication skills in reading, speaking and even listening in English. The natural ability of native speakers to communicate in a given language does not automatically indicate proficiency in their writing skills, which must be acquired.
The psycholinguist Eric Lenneberg noted that writing is a culturally specific and learned behaviour (Brown, H.D, p334). Consequently, writing skills are important to developing a student’s appreciation of Western culture and a student who does not acquire sound writing skills is deprived of many benefits of reading and communicating with the Western world.
This essay will explore the key principles for developing writing skills for non-English speakers, and how these principles can be applied by a teacher of English writing skills in a classroom context. The essay will explore relevant literature and research in this area.
Key Principles for Developing Writing Skills
The ability to write and express oneself in a second language with accuracy and coherence is a complicated skill. As stated by Celce-Murcia, as many native speakers of English never master this skill (Celce-Murcia, M, p187).
Mastery of English Fundamentals
That good writing skills take time to develop is understandable since good written expression draws on many other aspects of one’s English abilities – including a good grasp of English grammar, accurate spelling, extensive vocabulary, unders...
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... ability to read widely improves a learner`s writing skills. In designing classroom activities, a teacher could apply pedagogical practices that exercise a range of these skills. Joy Reid suggests the use of cooperative and group work that offer writers authentic audiences, the integration of language skills in class activities, and the use of relevant, authentic materials and tasks (Carter, R and Nunna D, (Eds), p32).
Conclusion
As Prabhu states, there is no best method to teaching English writing (Prabhu, N.S, p175) and a successful teacher is likely to use a combination of all these methodologies. In a classroom context, the best methods focus on the process of writing, the use of free expression in the framework of learned conventions and controlled expressions, and the teaching of culture simultaneous with the teaching of language skills and writing.
I am more knowledgeable about invention, arrangement, style, and delivery, all in which create a masterful piece of text. A few examples, I have learned to organize and construct my thoughts and ideas clearer. I have been taught to use stronger transitions and focus more on the delivery and content of the body element of essays. Further, the instructions and advice I have received throughout this term have influenced my understanding of the purpose of writing. My outlook on writing has been modified by shifting my perception of writing from, writing to prove I am a good writer by perceiving it as using “fluffy” or BIG words to impress my audience. I grew to understanding that good writing’s purpose is to engage the writer by mind-striking ideas and arguments, which therefore will prove and title me as a “good writer”.
In “Writing to Learn: Writing across the Disciplines,” Anne J. Herrington finds different sources stating that writing is to be taken serious. Janet Emig says, "writing represents a unique mode of learning-not merely valuable, not merely special, but unique” (1) meaning that writing is far more essential than we ought to make it seem. Anne Herrington wants educators teaching in economics, history, chemistry or any other subject to guide their students into understanding why progressing their writing skills will be more helpful to them. At the end of the day, it all comes down to the educator; whether he/she wants their students to use writing as a way for students to adapt to different disciplines.
Several people have trouble writing college level essays and believe that they are unable to improve their writing skills. In “the Inspired Writer vs. The Real Writer,” Sarah Allen argues how no one is born naturally good at writing. Sarah Allen also states how even professional writers have trouble with the task of writing. Others, such as Lennie Irvin, agree. In Irvin’s article “What is ‘Academic’ Writing?” states how there are misconceptions about writing. Furthermore, Mike Bunn’s article “How to Read Like a Writer” shows ways on how one can improve their writing skills. Allen, Bunn, and Irvin are correct to say how no one is born naturally good writers. Now that we know this, we should find ways to help improve our writing skills, and
Therefore, having limited English skills in speech or writing can have a short or long term effect on an individual’s self-esteem and opportunities. Judgment should not be placed nor should one’s worth or potential be judged based off of test scores or stereotypical sayings. Society plays a major role in what its citizens of today think of each other. Therefore, it is up to society to educate individuals who place judgment on those who have limited English skills. Individual’s with limited and temporary ability to speak or write, should not measure that individuals potential in life nor limit his/her opportunities.
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
Writing has been part of my life ever since I learned how to spell my first words. As I use the writing process I had to evolve and learn grammar, orthodoxy, and punctuation. I learned all this in my language which is Spanish. The writing rules are very different in different languages and after having an idea on how to write in English, I always refer back to what I learned in my early years. As I write in English I have faced many challenges to include learning to think in English before I write. I am use to think in Spanish and therefore the words flow as a river with minimum effort on my part. I have tried to think in Spanish, translate my thoughts and then writing in English but has proven to be the most difficult process to follow. As I wrestled with the idea of writing in English and learning to think in English, my writing has become better with each assignment. As I reflect on how my writing has evolved, it is my intention to compare how the different tools and genres of writing had helped me write academically papers and how I expect to continue to better myself for mu future, even after I graduate from college.
Encouraging writing, Methuen & Co. Ltd, London, U.K. Ferneaux, C. Process writing, http://www.rdg.ac.uk/AcaDepts/cl/slals/process.htm (26.11.01) Writing Development, http://www.english.uiuc.edu/405/Witt/Writing_Project/writing_development.htm (26.11.01)
writing” by R. Ramsey, the ability to write competently is a requirement for success in any field.
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
Scholars from the Institute of Research on Learning at the University of Kansas (Schumacker & Deschler, 2009), writing about the demands of writing for students stated: “according to thei...
...ught good writing skills. Writing is an important form of communication, especially when there is a lack of verbal communication. These subjects are areas of knowledge important for all students. They prepare you for future education and life situations.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
In essentially all areas of academics, college students benefit greatly by learning how to write competently. At school, successful writing does not just benefit students inside of the english classroom. According to Marquette University, “Writing is the primary basis upon which your work, your
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of
People live in the world of communication. According to the Oxford Dictionary of Current English (Moore, 1997), communication is defined as, “The activity or process of expressing ideas and feelings or of giving people information”. The significance of communication can be found within the context of a human existing as a social being. As a human being manages his or her life in the course of the interaction between other members of the entire society, communication is inevitable. Communication occurs through the medium of a language and it is presented in two different forms which are written and spoken (Brown & Yule, 1983: 1-10). The importance of spoken performance of a language is becoming more prominent over the written performance capability. It is because the ability to speak a language reflects a person’s personality, self image, knowledge of the world, ability to reason, skill to express thoughts in real-time (Luoma, 2004: ix). These days, due to the global trend of internationalisation, the ability to communicate in English is needed as an essential skill. Whenever the international exchange happens, the use of spoken English entails. However, it is not always an easy task for people who use English as a second language to be able to speak to the level of a native speaker. They have to perfectly understand the sound system of English, have almost instant access to proper vocabulary and be able to place words together intelligibly without hesitation. Moreover, they also have to perceive what is being said to them and need to be able to respond appropriately to acquire amiable relations or to accomplish their communicative goals (Luoma, 2004: ix). Therefore, non-native English speakers encounter these barriers and they are subject to make mistakes often. In relation to this matter, this essay argues that there are socio-cultural factors as well as linguistic factors that affect non-native speakers’ communication in English. It provides analysis of several different situations when the use of spoken English has generated miscommunication problems in regards to author’s personal experience.