A Process Orientation in ESL Writing.

Autor/in	Woods, Devon
Titel	A Process Orientation in ESL Writing.
Quelle	(1984), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Applied Linguistics; Class Activities; Cognitive Style; Course Content; Course Organization; Educational Objectives; English (Second Language); Higher Education; Problem Solving; Task Analysis; Teaching Methods; Writing Instruction; Writing Processes + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Cognitive styles; Kognitiver Stil; Kursprogramm; Course organisation; Kurskonzept; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Problemlösen; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	An approach to writing in a college-level English as a second language (ESL) course is based on recent emphasis in research on the processes involved and strategies used in the various areas of human endeavor. Recent research in writing has indicated that effective and unfrustrated writers carry out the writing task in ways that are very different from the linear process that most people learned in school. The student is encouraged to use the approach of successful writers by: breaking the task into subprocesses that can be handled independently, moving freely from one task to another, and using a variety of techniques to handle problems. Unit topics include: the writing process (monitoring and problem-solving), the relationship between writer and reader, brainstorming vs. idea analysis, working with deeper levels of meaning, misunderstandings, the drafting/feedback/revision cycle, researching the reader and the content, and surface error analysis. In the classroom, these emphases are then related to the overall objectives of enabling students to write clear, effective, and readable academic work by developing an awareness of their own writing processes, as well as those of effective writers. Students also become aware of the reading process and the relationship between reading and writing. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC