Implementing online courses in teaching process oriented writing

1. Implementing online courses in teaching process oriented writing

2. We will focus on the following: • What, why and how do we write? • Problems in writing tasks in existing textbooks and classroom teaching • A process approach to writing • Motivating students to write • Writing through the Internet

3. Teaching Writing • What, why and how do we write? • How to help students develop their writing skills? • How to motivate students to write?

4. Problems in writing tasks • They are mainly accuracy-based. • They are designed to practice a certain target structures. • There is insufficient preparation before the writing stage. • There is no sense of authenticity. • Students are given ideas to express rather than being invited to invent their own . • There is no opportunity for creative writing, particular for expressing unusual or original ideas. • Many of them are test-oriented.

5. Product-oriented method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal. If the students fail to produce something satisfactory ,they are told to do it again.

6. Process-oriented approach of teaching writing • the communicative approach • the process approach • the teaching of writing should focus on the process rather than the product, and that all the writing tasks should have communicative purposes.

7. What do the students and the teacher do Before writing: • creating a motivation to write • Brainstorming • Mapping • Free writing • Outlining After writing • Editing • Revising • proofreading • conferencing

8. The features of process writing • Focus on the process of writing that leads to the final written product; • Help student writers understand their own composing process • Give students time to write and rewrite • Place central importance on the process of revision • Let students discover what they want to say as they write

9. Give students feedback throughout the composing process (not just on the final product) to consider as they attempt to bring their expression closer to intention; • Encourage feedback both from the instructor and peers; • Include individual conferences between teacher and student during the process of composition.

10. Brainstorming • To think freely and put down all possible ideas that come to their minds. e.g: Brainstorming-Smoking • Bad for health • Cause lung cancer • Expensive • Bad for non-smokers • Pollute the air • Cause fire • Dangerous • Waste money

12. Free writing • following mapping • given 10 to 15 minutes • do not need to care too much about spelling or grammar • develop fluency in writing

13. Outlining • Write a more detailed outline. An outline usually illustrates the main organizing structure and the most important points of essay. • The main idea of each paragraph with topic sentences and notes for supporting details. • An introduction and a conclusion Drafting

14. Peer editing and self-editing • Help raise their awareness about how to develop ideas and how to write clearly with the help of their knowledge in grammar ,spelling and punctuation. • Not simply find error, but to negotiate meaning and improving writing

15. Notes to peer editors • You are offering suggestions as a coach, a helper and a friend . • Your suggestions should encourage rather than discourage. • Be specific. Saying ‘good idea’ does not help the writer much.

16. motivating to write • Have a clear purpose or a reason to write • The topic for writing should be: • Familiar • Meaningful • relevant to students, lifeand interest.

17. Motivating students to write • 1. Make the topic of writing as close as possible to students’ life. • 2. Leave students enough room for creativity and imagination. • Provide opportunities for students to share their writings. • 6. Provide constructive and positive feedback. • 7. Treat students’ errors strategically. • 8. Give students a sense of achievement from time to time.