Writing is approached in this manner because the teacher directs the students' attention to the process of writing, which includes:
It demonstrates that she is responsible for providing suitable guidance at each level of the text's development process. The syllabus is not written in process terms, and it is unlikely that it can be written in process terms. The syllabus merely lists the types of written products that students are expected to learn, as well as the social contexts in which those written products are expected to be learned and the social contexts in which the written product is expected to be set; it does not include any other information. In some cases, the language functions are also explained in detail.
With a process-oriented approach, it is our responsibility as teachers to determine what procedures and processes, as well as what skills and techniques, the students will require in order to effectively complete each task outlined in the syllabus. One of the most effective ways to discover this is for us to carry out the activity ourselves. After we have determined what is required of the pupils in order for them to complete the task, we should create two lists:
The process approach takes a top-down perspective on the writing process. Students are assigned an assignment to complete. It is suggested that once a teacher has piqued the students' interest in a task and persuaded them that they have something to say, they would want to master the language that will enable them to communicate what they want to say.
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