Pre and Postinstruction Compositions for Undergraduate Writing Courses.docx
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Pre and Postinstruction Compositions for Undergraduate Writing Courses.docx
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PreandPostinstructionCompositionsforUndergraduateWritingCourses
Pre-andPost-instructionCompositionsforUndergraduateWritingCourses
href="#"> Abstract: Languageteachersarefrequentlyconfrontedwithmultiplerolestheyhavetoplayinteachingwritingonundergraduatelevel: beinganadviser,aninstructor,asupervisor,areaderandagrader.Itisoftenhardforateachertoswitchfromoneroletoanotherandprovidestudentswithpracticable,applicableinstructions.Theconventionalpre-writingandafter-writinginstructionsareconvenientandhelpful.Oftenforstudents,concreteandspecificcommentscanhelpthemmorethanpost-writingcomments,whichleavesmoresuggestionsandhopetostudentsthanspecifichelp.Inmodeledcompositiontheteacherofferssuggestionsinthebeginning,attheend,andmosthelpfully,inthemargins.Thesespecificformsofsuggestionscancomeinbothcontentandform,andcaninvolvemacroandmicrolanguagepoints.Differentgenresofinstructionofwritingcanbemodeled.Themodelscanbegivenorally,inwriting,byelectronicandconventionalmeans. Keywords: instruction,composition,undergraduatewriting Introduction Inteachingcomposition,teacherssometimeslamentsforbeingunabletohelpwithcontentandform,withstructureaswellasexpression.Forlowerintermediatelearners,inparticular,veryfundamentalorgrammaticalaspectscanappearasveryurgentifthesemeanagoodstarting-pointtomakeprogress.Theymayexpecttheteachertoimparthisorherexperienceinplanning,formattingandoutliningthewholeprose.Theymayalsoexpecthimorhertogivetheexpertiseastotheapproachandattitudetospecialgenre,suchasEST.Tofulfillsuchademandingtasksuccessfully,itisindeednecessarytobreakthewholeprosewritingintosmallbitsandtomakeitmanageableandapproachable.Insuchcase,asingleparagraph,ratherthananentirelyessaymaybemoreusefulthanalongtextasthebasisonwhichtosetthemodels.Toknowwhichpartofthecompositionisinneedofimprovementandinstructionisaproblem,theteachermayassignparagraphwritingandgatherthemosttypicalproblemstowhichthemodelmaybesetasatentativemeans.Sotherearetwoapproachestothisteachermodeling: oneisapre-writingmodel,inwhichteachersforeseetheproblemsofstudents’writingandsetasideinstructionsandguidelinestoavoidtheseproblems.Anotherisdoneafterthetentativewring,namelywhentheparagraphiscomposedandteachersarrangetoprovidethemendingmeasures.Ineithercase,asetofexercisesareofferedtoimprovemicroskillsorextendtheirhorizonthroughsuggestionsandrecommendations. 1.Whyasingle-paragraphmodelbetterthanawholeessay? Sincetherearesomanyaspectstoshowandillustrate,themostconvenientandcontrollablewayistoassignsmallerunitsofacomposition.Asingleparagraph,insteadofacomposition,mayshowhowgrammaticalandlexicalpointsarebuiltintotheessay.Itisalsoeasiertoseehowaparticularpointofvieworargumentdevelopsindependentlywithinalimitedwrittendiscourse.Theteacherhimselforherselfmayfinditeasiertogiveinstructions,whichstudentsfocusonorassimilateinthesameeasierway.Thistypeofmodelingprovesthatwritingcanbe“taught”,andcanbedonesystematically,notjustamatterofselfdevelopment.Increativeterms,individualparagraphsareoftenoverlookedforbeingonlyapartofawhole.Thispracticemayresultfromourbeliefingettingageneralthinginpreferencetoindividualthing,particularlyinreadingcomprehension.Writinginvolvesbothoverallplanningandspecifictreatmentoflanguagematters,ifacomposedessayisintendedtosaysomethingandacceptably.Insuchsense,academicwritingbeginningatthebasiclevel,especiallyforsecondandforeignlanguagelearnersisessential,ifsuchaskillisbuiltoneverydayawarenessofthelanguage. 2.TheuseofPre-writingandPost-writingComments Pre-writingmodelsaredetailedinstructions,abitlikeaclassroomteachingplan.Suchinstructionscanincludebasicwritingrequirements,likespelling,punctuation,grammar,choiceofwords,andahostofthingsthatastudentwriterhastonoticeandfollow.Thisisnecessaryevenwithintermediate-levelstudentswhomaynothavehadpreviouslyregular,elaboratetrainingonwriting.Traininginthiswaymakescarefulandconscientiouswriters,whowillhavegoodideastoexpressandaccuratewaysofexpression.Pre-writingmodelscaninvolveformalaspectsrequiredofgoodwriting,likerhetoricorlogic.Inaddition,topicslikecreativeprocesscanalsobediscussedtoenhancetheawarenessoftheinteractionofprocessandresult.Inaword,anythoughtsofimprovementonthepartcanbeincorporatedintothemodels.Obviouslyonlythemostbasicandessentialelementsthingsshouldbecomemodelstoimitate,consideringthelimitedclassperiods. Incontrastwithpre-writingmodelsarepost-writingcomments,whicharewhatlanguageteachersusedtodowithapieceofstudent’scomposition: offeringappreciation,suggestionandimprovement.Inadditiontoend-compositioncomments,therecanbesuggestionsofferedinthemarginsorbetweentheparagraphs,whentheteacherhasgotsomethingconcretetooffertothewriter.Theteachercanalsoaskquestionstoclarifythevalidityorrationaleofastatementorarguments.Commentsandsuggestionswritteninthemarginsareeasiertofollowandputintopracticethanendcommentsandsuggestions,whichmaybetoogeneralandconclusivetobeimplementedimmediately.Forlowerandintermediatestudentsinparticular,marginalinstructionshelpstudentsrecognizetheirinappropriateexpressionsandgivespecificwaystoimprove. 3.Grammarchecktogetherwithsmallguidingtips Ingivinggrammaticalinstructions,theteacherreviewsmostelementaryandbasicaspectsofgrammarineasyandsimpleways.Inconsolidationtherearecanevenbecomprehensioncheck-up: sentenceconstructingandgap-filling,etc.Themostcommongrammaticalerrorsinwritingsuchasspelling,punctuation,thetenses,theactiveandpassivevoices,thearticles,themodelverbsandauxiliaryverbs,etc.Thisistoreviewthosecommongrammaticalerrorstoencouragethestudentstowriteaccuratelyandformagoodlinguistichabit.Onthisstage,therearealsomodeledpassagesforstudentstoobserve,sothatthereissomemeasureoffluencydevelopment. Inlimitedclasshours,onlythemosterroneouspointsshallbereviewed,sothatthemostcommonerrorswillbeavoided.Ifstudentsaretowriteaccuratelyandtoexpressinterestingideas,therewillbemorepracticeontheirown,theultimatewaytomakeagoodwriter.Thetablebelowshowsthebasicgrammarpointstobenotedbythestudentsincomposingtheiressays. ForsomeL2students,usinggrammarcorrectlyisamatterofhabitformation.It’snothardiftheyobservesomebasicgrammaticalrulesandconformtostandard.Instructionsmaybegivenineasy-to-rememberways,rhymesortonguetwisters: Presentation Thedifferencebetweenthedefiniteandindefinitearticlesistobespecificandgeneral,likenamingaparticularobject,oranyobjectonaverage.Use“a/an”whenreferringtoanyonething,anduse“the”todefinitething(s). a)Thepresidentusedtobeafilmstar.(Everyoneknowswho“thepresident”is,theonlyheadofthenation.“Afilmstar”isoneamongmany.) Sometimes“a/an”referstoawholekind. b)Thegorillabehaveslikeaman.(“Aman”representsallhumans) Thererealsomanyinstancesofidiomaticuseofthearticles,like Haveagoodtime/athand/intheevening/playthepiano Consolidationexercise: Notehowthedefiniteandindefinitearticlesareusedinthefollowingparagraph. “ThisisLondon,”saidMurrow,whilethebombsfellandflamesspreadonthestreetsofLondon.Hisvoicehadatoneofsorrowforthesufferingofthatancientcity,andatoneofconfidence,too-afeelingofreliefthatLondonwouldbethere,nomatterwhatithadtoendure.Itcouldnotbedestroyed. Fordiscussion: a)Isthereanexampleofdefinitereference? b)Doesonearticlehasthemeaning“akindof”? c)Howcanwedescribethetwokindsofarticlesintermsofchangeableandunchangeable? Mostsmallguidingtipscanappearinthemargins,orbetweenthelines.Guidingtipsofthiskindareconvenientandhandy,andimprovementcanbemadequickly.Studentsmayfeelthattheyhavelearnedsomethinginthiswayandthattheyaremakingprogress.Againtheteachercanleaveaparagraphtocompose.Whilegradingtheparagraphtheteachercangivecommentsandremarksinthemarginstoconstantlyremindthemtowriteaccurately.Hereisanexample: Guidingtipsregardingthestyle,thetone,theplanningorthestructureofthecomposition Anotherareaofimprovementcanbemadeinconnectionwiththearrangementofstyles,ideasorparagraphs.Conventionalapproachiscommentsgivenattheendofthecomposition.Whiletheguidingvalueremainsinsodoing,itislesspracticalsincestudentscanreadthecommentsbutmaynotdoanyrewriting.Tocompensatefordrawback,marginalaswellasend-compositioncommentscanbeofferedforimmediaterewriting.Again,specificandeasy-to-dowaysandmodelscanbeprovidedtoensurethatstudentwriterscanbenefitfromtheteacher’ssuggestionsormodels. Recommendingpre-writingframework/structure Writingisahighlycreativeandpersonalactivity.Eachwrittenproductreflectsuniquewayofthinkingandwayofl
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