In the course Writing for Teachers, participants had to write a report recommending the continuation or discontinuation of a course book based on its writing curriculum. They had to base their recommendation on theoretical references. Here is what Leandro Camargo wrote about the course book Time Zones, used in our Teens Course.
Introduction
Like many other EFL schools in Brazil, Casa Thomas
Jefferson’s academic staff seeks updated books. In the Teens course, we have Time
Zones course books and, to avoid problems with student’s engagement in writing
activities, a revision should be done. When asked for feedback, some
teachers mentioned that many adaptations were needed in order to make writing
assignments more attractive to students. This issue has to be addressed so that
students can have a better experience in writing exercises and eventually
improve their skills.
Currently, as mentioned by the teachers, a low
percentage of the students enjoy the writing activities. This needs to change
so teachers can achieve their goals of making writing assignments enjoyable for
both. Strategies could be implemented to increase enjoyment of writing
activities, since they are just as important as the others.
Writing is an important part of any English course and
poor writing can cause academic consequences. Students who don’t have good
writing skills or don’t enjoy doing writing usually end the course with lack of
writing ability. Consequently, these students will miss out very important
opportunities in their academic lives. Changes in the writing program for the Teens
course at Casa Thomas Jefferson are needed, and the following report is
intended to propose ideas for improvement and continuity of the writing
program.
Literature Review
Learning how to write in a second language has always
been difficult and challenging for students. Planning, revising, rearranging
and deleting, producing multiple drafts are just some of the tools for the
writing exercise. “Over the years, different approaches have been introduced in
the language classroom, yet it is the process approach that became known in the
1970s that has had the most favorable influence” (Macarthur, Graham and
Fitzgerald, in Alves, 2011; 2). This approach considers all writings as a
creative act that requires positive feedback with the intervention of the
teacher to be well done.
Process writing is a common technique to teach writing
that gives emphasis to creativity, and which pays attention to the development
of writing practices instead of imitation (Tribble in Alves, 2011; 3). In this
process, the teacher moves away from being someone who sets students a writing
topic and corrects a finished product without any intervention. Teaching and
learning happens during the whole process.
A writer must know how to organize his/her thoughts
and messages in an appropriate way. Most students don´t know what they want to
write and many ideas are only revealed when they start writing. Revision,
changes of words and structure are made until writers are satisfied with the
result. Since writing is a process of ‘generating, formulating and revising
ideas’ (Zame in Alves, 2008; 6), attention and adequate time have to be
provided for revision and re-writing, while teachers help throughout the
process.
Process writing
can be divided into three main stages: pre-writing, focusing ideas and evaluating,
structuring, and editing. Pre-writing is the stage in which the teacher needs
to stimulate student’s creativity through well scaffolded activities, to get
them thinking how to approach a writing topic. The flow of ideas is more
important than the production of any written work. Among others, a good example
of pre-writing activity is the use of brainstorming, considering the complexity
of writing and how generating ideas is an essential stage (White and Arndt in
Alves, 2008; 7).
After the pre-writing stage, students write the first
draft without much attention to the accuracy of their work. White and Arndt,
and Hedge (in Alves, 2008; 10) suggest the technique of fast-writing. In this
stage, the most important feature is meaning: Is it good? Is there anything
missing? Should I add anything else?
Editing is one of the most important stages in the
writing process because it´s where a
lot of learning happens. This stage also helps students in future writings,
once they have the opportunity to receive feedback. Revising, besides being an
important source of learning, is part of the writing process that involves
assessing what has already been produced (Hedge in Alves, 2008; 11).
Writing isn't an easy task, and so it is only fair
that anybody´s writing is responded to suitability. It is important to give
positive feedback to help build student confidence and create good feelings for
the next writing.
Since writing is a difficult exercise, students need to
write over and over to become good writers. They need the opportunity to
practice various types and functions of writing to develop skills, and build
competence, confidence and progress toward independence.
All the stages in process writing will encourage
students to try. Students will not be judged or exposed because they will have
an opportunity to revise and improve before being evaluated. Practice, well
planned stages, and well scaffolded pre-writing activities may change students’
lack of enjoyment towards the writing exercise.
Methodology
For this report, I
shared practical knowledge with teachers at Casa to get an idea of what
they have been experiencing and doing to increase their student’s enjoyment of
writing assignments. I also researched relevant articles on the process writing
approach. These articles outline several features to teach better writing
lessons in the language classroom.
Causes of low enjoyment of writing lessons
Teachers in general
agree that writing is an all too common problem for an English as a Foreign or
Second Language school. This can be so due to many causes; from unsupportive
schools and teachers to the lack of skill of the students. Also, the absence of interest from the
students due to poor pre-writing and not well scaffolded activities are listed
as top reasons for the boredom in the writing classes.
Some teachers also
agree that if a student is not being successful in his/her writings, then they
are less likely to want to hand in the assignments. In short, all of the
teachers agree that low quality models of writing and lack of genre awareness
are major reasons for students not to do well in writing lessons, especially
younger students, once they have special needs.
Effective writing lessons
As the main goal is a
better writing program and ideas for increasing student enjoyment, one of the
two most frequently mentioned things by teachers are teaching students basic
writing patterns and having effective and meaningful pre-writing lessons.
An effective pre-writing
class consists of generating ideas and planning. Great tools for that are,
for instance, the use of well scaffolded
activities including videos, writing samples and mind maps. The writing
activities in the Teens course books used at The Casa Thomas Jefferson have
just a few of the features suggested. When students are asked to write
something, they have no idea how to do it. Activities like these are not only
feasible, but also essential for students to become familiar with in order to
select the appropriate kind of writing, using them in specific situations, along
with the appropriate vocabulary, research, process and purpose.
In addition to
improving pre-writing lessons, it is the responsibility of the teachers to
motivate students to write and make them aware of the importance of producing
good compositions. Creating effective activities that are reviewed and renewed
regularly and establishing a writing routine with students are very important
stepping stones for improving the Teens course writing program. All in all, as
Time Zones is a good book, I recommend its continuation provided that changes
are made in the writing activities.
Conclusion
In conclusion, the
findings based on teachers’ experience come to an agreement that the book
should still be used for the Teens course due to its other features. Effective
writing activities and lessons are very important to help students develop their
abilities. Once the book being used at the moment doesn’t present well planned
pre-writing exercises, it now becomes the teacher's responsibility to plan and
share activities with other teachers. The following topics are important
factors in increasing students’ enjoyment of writing lessons: effective and
meaningful writing lessons and the role of teachers as facilitators and
motivators, so students can learn and enjoy this activity.
References
Kroll, B. (1990) Second
Language Writing: Research insights for the classroom Cambridge University
Press.
H. Douglas Brown. (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. Paramount
Communications Company.
Alves,
Reis Ana. Process
writing. University of Birmingham: 2008.
(Masters degree assignment) Available at: http://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/languageteaching/AReisAlvesProcessWritingLTM.pdf.
Accessed on July 3, 2017.
