Philippine Normal University

Taft, Avenue Manila

College of Language, Linguistics and Literature

Department of English

A Matrix on the
Approaches to Teaching Writing
Prepared by

DE LEON, Romynna Joyce

MADRIGAL, Angelie

SANTOS, Iris Mae

III – 13 BSE English

Prof. Ali Anudin

 Emphasis
Approaches
Goals and Process or
to Teaching Description Learner’s Role Teacher’s Role Sample Activities
Objectives (How does the process work?) Dominant
Writing
Features
Controlled- Stress the mastery  Grew out of  It is sequential. Practice and habituate Develop techniques  Empha Exercises which consist of
to- Free of grammatical ALM during correct structures thus which will enable sizes pieces of discourse. They
Approach and syntactic the 1950s and  The students are first given learn to write on their the student to accurac are instructed to copy and
forms early 1960s. sentence exercises, then own. achieve their y make discrete changes or
paragraphs to copy or mastery in rather fill in the blanks.
 Writing is manipulate grammatically by grammar and than
concerned on changing questions to syntactic forms. fluency (e.g paragraph puzzle)
grammatical statements, present to past, or or
structures and plural to singular. origina
error is  They might also change lity
prevented. words to clauses or combine
sentences.  Stresse
 With these controlled s three
compositions, it is relatively feature
easy to for students write and s:
yet avoid errors, which gramm
makes error correction easy. ar,
Students are allowed to try syntax
some free composition after and
they have reached an mecha
intermediate level of nics
proficiency.
Free-Writing  Writing  The students will be asked to Learners write for a  Assign vast  Empha  Quick writes which
Approach quantity over  This writing write freely on any topic period of time in class on amounts of sis is are time-limited,
quality evolves on without worrying about a topic of interest to them. free writing on done individually,
subjects that grammar and spelling for 5- on a given fluency and not always
the students 10 minutes. topic. rather shared;
 To let the are than on
students interested in,  As the students do this  Simply reads accurac  Dialogue journals,
freely write those frequently, some becomes the short y and written to a teacher,
on given subjects fluent in writing that putting pieces and form a classmate or other
topics with becomes the words into writing is not comments on partner who then
only basis for the frightening anymore. the ideas of  Concer responds (Peyton &
minimal writing the writer. n for Staton, 1996).
correction of tasks.  Once the ideas are made, “audie
 error. grammatical accuracy, nce”
 Limited to organization will come next. and
structuring “conte
sentences nt”

 These
writings may
be kept in a
portfolio or
notebook.
Grammar Pay attention to  The approach Students are trained to pay attention to Writer and learner. Facilitator of  Organizat Writing sets of
Syntax organization links the organization while writing activities. ion instructions
Organization while working on purpose of a they also work on the necessary (They devise
Approach the necessary piece of grammar and syntax by writing more writing task.)  Grammar
grammar and writing to the than one of the features in the
syntax. forms that are composition diagram.  Syntax
needed to
understand
the message.

 Writing is not
composed of
separate skills
which are
learned one
by one.
Paragraph  Increase  This approach Arranging sentences and paragraphs  Copy paragraphs and  Judge of the Organizatio Activity 5: Slash
Pattern information is based on the into particular patterns imitate model passages finish product n Sentences   (For cycles I
Approach and retain vital principle that in  Put scrambled & II only)
information different sentences into
cultures people paragraph order Give students a set of
construct and Identify general and sentence cues and have
organize specific statements and them write a short
communication choose to invent an narrative paragraph. 
with each other appropriate topic sentence The procedure for this
in different or insert or delete activity may be as
ways. sentences follows: 
Make comlete sentences
according to the model. 
 Model: The Smiths /
Summer / in the country/
spend 
The Smiths spend
Summer in the country. 
1. all / family / In the
morning / to get up /
arround / 8’oclock. 
2. Mr. Smith / the
kitchen / coffee / to
prepare / to go down
strairs. 
3. his / wife / then /
breakfast / to go outside /
in / the garden.

Communicati Understand the Communicative Students are encourage to imagine To behave like writers in Audience/ Reader Appropriat Writing letters (to friend,
ve Approach purpose of a piece approach stresses themselves as writers in a real real life. of students writing, e language to pen pal, to parents, etc.)
of writing in the reason or scenario, giving them the purpose in Make comments (levels of
connection to its purpose of a writing and their audience or to whom but does not correct formality)
audience. writing and they should write. the students’
audience for it works, Appropriat
Provides the e context
student writers and content
contexts to select
appropriate
content, language
and levels of
formality.

Process The main goal  Process writing These stages generally involve  Trained to generate  Give students Focuses on Brainstorming about
Approach of process is learning how different forms of brainstorming, ideas for writing, time to tray the process people, places, and
approach is to to write (Stone, selecting and ordering ideas, planning, think of the purpose ideas and of creative feelings
help learners 1995) drafting, redrafting and revising and and audience, and feedback on the writing
editing.  write multiple drafts content of what rather than Write down or tell a
improve their
 process of in order to present they write in the end partner the names of
skills at all product
discovery written products that their drafts people you could describe,
stages of the
 process communicate their  Give students
process approach' own ideas time to then quickly and briefly
as 'an approach to Work through the stages brainstorm describe each one.
the teaching of of writing process (pre- ideas and give
writing which writing, drafting, revising, them feedback 2. Talking and listening in
stresses the editing and publishing) on the content pairs or groups
creativity of the of what they
individual writer, write in their
and which pays drafts Take turns Record
attention to the students greater possible writing topics or
development of responsibility for, ideas as they arise during
good writing and ownership of, the discussion.
practices rather their own learning
than the imitation 3. Looking at art
of models'.
(Tribble, 1996, Study paintings,
p160) photographs, drawings, or
sculpture in magazines or
art books.

English for Encourage Uses Academic The students are encouraged to read Present ideas in English. Prepares students Focuses on Writing that will develop
Academic students to use writing academic prose and compare it to their to future academic process an
Purposes English in writing own writing then read each others’ Produce writing that will writing argument, define, compare
writing work and have a constructive satisfy academic and contrast, or
Produce flexible activities ranging criticism. standards summarise, etc.
writers for a from Linguistic accuracy is left to the final
variety of writing laboratory notes to Draft stage; students must sort out Practice in note-taking
tasks extended essays content and organisation before
focusing on accuracy.
Process This approach The Process genre approach is divided into  reflects on the Teachers are  the  “In our house”
Genre allows students to approach is the the following six steps: (1) similarities and considered forms description exercise:
study the combination of the preparation, (2) modeling and differences existing audience, and learners might
relationship process approach reinforcing, (3) planning, (4) joint between different assistants, function investigate the kind of
between purpose and genre based constructing, (5) independent types of genres to evaluators and s of sentence
and form for a approach, in constructing, and (6) revising. understand their examiners. syntacti structure used in estate
particular genre as which the students situated use and cal and agents’ descriptions of
they use the gain the benefit of variety. Teachers should lexical a house, the kind of
recursive the relationship adopt the role of features vocabulary used to
processes of between purposes assistant and guide required make the position
prewriting, and  Decides on the input and work closely by that sound attractive and
drafting, revision, generic structures (the language with students to genre where the price
and editing. of any particular appropriate for a encourage them, appears.
genre as well as the particular audience or offering helpful  selectin
Develop students’ use of the skills in deciding feedback and g the  Activities such as using
awareness of processes of whom the potential suggestions. correct flow charts to illustrate
different text pre-writing, audience maybe).about genre, the organization of
types and of the drafting, revising, the skills needed in Teachers also can determi particular genres and
composing and editing Badger writing. make efforts to ning the translation.
process. and White (2000). arouse curiosity purpose  argumentative writing
and self-confidence and genre and to have them
long-term by matching using use that knowledge to
improvement that student interests to appropri compose a text, both as
leads to the writing topic, ate a group and
cognitive change and they should be languag individually
(Leki 1992) as sensitive to any e
evidenced by individual
revisions of differences that
students’ writing arise in the writing
process.

Should directly
train students about
writing strategies.

Include the
listening, speaking,
and reading skills
in the writing class
References:

Printed Sources:

Raimes, A. (1983). Techniques in Teaching Writing. New York: Oxford University Press, Inc.

Reid, J. M. (1993). Teaching ESL Writing. New York: Prentice Hall, Inc.

Internet Sources:

Academic Writing: EAP. (1995, March). Retrieved December 15, 2010, from BBC English Teachers' Supplement: http://www.uefap.com/articles/furneaux.pdf

Badger, R., & White, G. (2000, April). A Process Genre Approach to Teaching Writing. Retrieved December 15, 2010, from ELT Journal Volume 54/2:
http://203.72.145.166/ELT/files/54-2-6.pdf

Bello, T. (1997). Improving ESL Learners' Writing Skills. ERIC Digest. Retrieved December 12, 2010, from ERIC Digest: http://www.ericdigests.org/1998-1/skills.htm

Yan, G. (n.d.). A Process Genre Model for Teaching Writing. Retrieved December 15, 2010, from U.S Department of State: Office of English Language Program :
http://eca.state.gov/forum/

Teaching Writing Skills Retrieved from http://www.scribd.com/doc/35440659/Teaching-Writing-Skills

Process Writing Retrieved from http://www.developingteachers.com/articles_tchtraining/processw1_nicola.htm

Nation, I.S.P., (n.d.). Teaching ESL/EFL Reading and Writing. Available from http://books.google.com.ph/books?id=UEK6jOr8sq8C&pg

Paragraph patterns. Retrieved from http://www.jstor.org/pss/40017384

Paragraph Pattern Approach. Retrieved from www.ctu.edu.vn/guidelines/scientific/thesis/.../thesis%20proposal%20Ed.doc