teaching writing

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lecture-9 teaching writing plan 1.writing and written speech. 2. aims and tasks of teaching writing. 3.technology of teaching written speech. 4.typology of difficulties in teaching writing. key words: the role of writing, difficulties, writing proficiency, habits and skills, grapheme, words, sentences, exercises, writing instruction, cefr requirements. the aims of instruction in a foreign language includes, besides speaking and reading it, also writing it. every school-graduate must be capable of writing a letter in the foreign language he has studied, to keep up a correspondence in it with friends living abroad. writing in the foreign language is also a very important means of instruction. as a means of instruction writing serves to consolidate both acquired linguistic knowledge and habits of using the language. writing helps pupils to assimilate letters and sounds of the english language, its vocabulary and grammar, and to develop habits and skills in pronunciation, speaking, and reading. so …

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the other hand, writing in english has a more purely pedagogical role. it reinforces the learning which goes on through the medium of the listening, speaking and reading skills. since writing is a complicated skill it should be developed through the formation of habits such as: (1) the habit of writing letters of the english alphabet; (2) the habit of converting speech sounds into their symbols-letters and letter combinations; (3) the habit of correct spelling of words, phrases and sentences; (4) the habit writing various exercises which lead pupils to expressing their thoughts in connection with the task set. in forming writing habits the following factors are of great importance: 1. auditory perception of a sound, a word, a phrase, or a sentence, i.e., proper heaving of a sound a word, a phrase or a sentence. 2. articulation of a sound and pronunciation of a word, a phrase, and a …

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has an intention to inform somebody. in the second phase an utterance is formed and pronounced: the necessary words for producing the utterance are selected, within a set of sentences, subjective area of indicators is distributed, the predicate or a key part of the idea organization between sentences is defined. the third phase of writing is decoding of the idea/message with the help of graphical symbols. in the elt the writing is the goal and means of teaching and learning. the goal of teaching writing is to teach production of written texts which students can write in the mother tongue. to produce the written text students should master mechanics of writing. that’s why, in domestic methodology the two types of writing are distinguished: 1) mechanics of writing (handwriting, spelling, punctuation); 2) process of expressing ideas in a graphical form. writing is meant as acquiring graphical and orthographical systems of el …

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ledge of appropriate content or context or to raise their awareness about writing process is not really a writing task but general learning task using writing.» to understand dual purpose of writing as a subskill and communicative skill in elt we should examine the content of the table 12 which summarizes the above-mentioned information. content of teaching writing in the el at school, lyceum and college at the beginning level (2-4 classes) we teach graphics in el (handwriting), i.e. teaching to write letters (alphabet) which interrelates with teaching reading as graphic-phonemic correspondence. pupils must acquire print hand letters. at the same time we form elementary writing skills for conducting communicative-cognitive objectives in the written form. on the material of sentences and not complicated texts pupils must write: a) holiday and birthday congratulations in cards; b) personal data: name and surname, dates, address; c) short messages and personal letters: d) a …

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vel of the language proficiency in writing must provide more effective using it as a means of teaching, self-learning and academic study. it demands involving the variety of official and unofficial situations, complicity of the produced texts, and high degree of autonomous activity. the lyceum and college students must obtain the following skills: j) to describe events or facts; k)to send and ask an information in the extended form; 1) to express an opinion, arguments; m) to comment events and facts using argumentative statements and emotional-estimation means; n)to write a plan and notes for an oral message; o)to fix a factual information during reception of oral and printed text; p)to write a summary, synopsis, annotation. q)to write a composition and essay. our methodology believes that a conscious to teaching and learning a foreign language can ensure pupils’ progress in writing. 1. since pupils should be taught penmanship, spelling, and composition …

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lecture-9 teaching writing plan 1.writing and written speech. 2. aims and tasks of teaching writing. 3.technology of teaching written speech. 4.typology of difficulties in teaching writing. key words: the role of writing, difficulties, writing proficiency, habits and skills, grapheme, words, sentences, exercises, writing instruction, cefr requirements. the aims of instruction in a foreign language includes, besides speaking and reading it, also writing it. every school-graduate must be capable of writing a letter in the foreign language he has studied, to keep up a correspondence in it with friends living abroad. writing in the foreign language is also a very important means of instruction. as a means of instruction writing serves to consolidate both acquired linguistic knowledge and habit...

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