English as a First Language English as a Second Language

EFL ESL Teaching writing

There has been considerable change and development in the teaching – learning process over the years.  Along with it the importance given to the various skills of language has also been changing.  The changes in the importance given to writing have affected the types of topics used and the teaching and testing of writing.  Hence this discussion begins with an analysis of the importance given to writing in the past and present.

2.2.1   Place of writing in Language Instruction

If we consider the importance given to writing in the objectives of a language class, we can observe three main stages of developments.

These stages of developments are as follows:

a.      In the first stage, before the 1930’s most of the class time was spent in writing.  The writing assignments aimed at developing the learners’ ability to answer comprehension questions based on texts, completing structure manipulation exercises, essay writing and working out translations.

b.      During the second stage, when the structural approach was introduced writing was given only secondary importance, because the emphasis was on oral skill.  Writing was not included during the initial stages of learning.  It was used in the later stages to reinforce and consolidate grammar and vocabulary items learnt orally.

c.       The present day curriculum expresses language teaching objectives in terms of language use.  Equal importance is given to speech and writing. Both speech and writing enable the learners use the language they are learning and hence both are emphasized.

But, as far as India concerned particularly in Gujarat, the structural syllabuses are in use and writing skill has been given a secondary place. Through there has not been much change in the way writing is taught in Gujarat, we can see a considerable amount of change and development in the teaching of writing in different parts of the world.  Tracing these developments could help us to build on the available source of knowledge.

2.2.2   Approaches to teaching writing

Broadly speaking the techniques of teaching writing fall under three categories.

a.            A heritage models, using classical texts and imitation (See 2.2.3, a.).

b.            A Competence model, using analysis and emphasizing correctness      (see 2.2.3, b).

c.            A process model, using free expression and emphasizing growth           (see 2.2.3,e).

(Mandel 1980)

Through a number of approaches have been proposed for each of these categories, five dominant approaches can be said to be important.

The five main approaches are as follows:

a.            Fixed product: This approach aims at teaching a select number of specific types of writing, e.g. business letter or the academic essay, and it emphasizes correct forms, structures and language. The composition work undertaken in our schools and colleges would fall under this category (see 2.2.3.a).

b.            Variable product: This approach aims at teaching a variety of different forms and types of compositions dependent on the audience and tasks and it emphasizes appropriate structural forms and language                (see 2.2.3. e).

c.            Phase Instruction: This approach emphasizes the various stages of writing like pre-writing and revision and aims at developing security in the process (See 2.2.5).

d.            Content Instruction: This approach aims at the writing skill indirectly.  It emphasizes discourse about a subject – e.g. literature or history.

e.            Knowledge Instruction: This approach emphasizes the teaching of information about language and writing.  It aims at correct use of structures, forms and language through the acquisition of such knowledge.

Each approach bears implications for what would go on in class, the s election of topic and the type of feedback.  In practice teachers do not use a single approach exclusively.  Most teachers are eclectic or pragmatic but one or the other of these approaches tends to dominate the thinking of a particular teacher. Tracing the approaches used by different teachers from the past to the present and the themes they have use could help us decide which of these approaches is better suited to the learners in Gujarat.