首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
How to Approach Discursive Writing? How to improve the effectiveness of students’ writing? There are six stages which should
How to Approach Discursive Writing? How to improve the effectiveness of students’ writing? There are six stages which should
admin
2015-05-24
57
问题
How to Approach Discursive Writing?
How to improve the effectiveness of students’ writing? There are six stages which should be paid attention to in the process of discursive writing.
I. Brainstorming
—features: think fast and with no【B1】______【B1】______
—teachers’ role: supporters
—evaluating ideas: intimidating and having a【B2】______effect【B2】______
II. Assessing ideas
—assess the【B3】______and usefulness【B3】______
—organize graphics
—establish a structure
III. Focusing on coherence and cohesion
1. coherence
—【B4】______of ideas【B4】______
—emphasizing the topic and function
—examing the order
2. cohesion
—grammatical and lexical connections
—classification of the grammatical links
—【B5】______: pronouns and demonstratives【B5】______
—ellipsis
—conjunction
—example:
—results of misusing pronouns: confusion and【B6】______【B6】______
IV. Organizing ideas
—organize a linear format
—emphasize the【B7】______of each paragraph【B7】______
—discuss the integral structure
—work in groups to avoid the【B8】______atmosphere【B8】______
V. Writing
—co-operative writing between writer and reader
—advantages: make the task more realistic and【B9】______【B9】______
VI.【B10】______and reading【B10】______
—reformulate the first draft: code-correction or underlining errors
—exchange compositions after writing the final draft
【B5】
How to Approach Discursive Writing?
Good morning, everyone. Last class we discussed that it is possible to combine a process and product driven approach to writing. Today we will argue how to approach discursive writing. There are six stages which should be paid attention to in the process of writing.
Since writing is primarily about organizing information and communicating meaning, generating ideas is clearly going to be a crucial part of the writing process. Getting started, as much for people writing in their own language as for those writing in a foreign language, is one of the most difficult and inhibiting phases of the writing process. Idea generating is a key in facilitating the transition from thought to paper. A brainstorming activity is an effective way of getting ideas flowing. Therefore, let’s come to see the first stage—brainstorming.
Brainstorming consists of group discussion. Everyone would discuss an idea, the answer to or reasons for a problem. Fox example, in a lesson I taught previously I asked students to brainstorm the reasons why people take drugs.(1)Brainstorming involves thinking quickly and without inhibition, which can ultimately lead to an interesting piece of writing. I would remain in the background during this phase, only supplying the language support when you need it, so as not to inhibit you in the production of the ideas.(2)Evaluating ideas during brainstorming can be intimidating, and can have a negative effect, limiting the creativity the process is designed to promote.
The relevance and practicality of the ideas produced during brainstorming can be assessed more objectively in the next stage, which is encouraging you to extend your ideas into a mind map, or spidergram.(3)It is in this stage that you can judge the quality and usefulness of your ideas. A mind map or spidergram is also an organized display of information, which can be more easily converted into a draft. Such graphics also make the hierarchical relationship of ideas more easily obvious, which will help you with the structure of your texts.
OK, now we will review what we did learn in my previous lesson before discussing the third stage. I argued that it is possible to combine a process and product driven approach to writing. The above steps mentioned here have focused on the varied classroom activities which promote the development of language use. It is these discussion stages, so important in helping you to decide what you want to say, that I believe to be of great importance from the "process driven approach". It is after these discussion stages, and the organization of ideas in note form, that I tend to introduce a model text.
The reading of a model text, so important in a product driven approach to writing, is not so as to subjugate your ideas to your organization, but so as to make you aware that there is a particular way to express your ideas. In this way you are given the form in order to enable you to adapt it to carry your own meaning. Ellis found evidence to suggest that " focusing learners’ attention on forms and the meanings they realize in the context of communicative activities, results in successful language learning. "
(4)In the model text, on the one hand, we should focus on coherence, which refers to the logical development of ideas within a text and it is an important subskill for you to be aware of. I can highlight this in various ways, by focusing on the topic and function of each paragraph for example, or by examining how you have chosen to order your arguments. This focus will hopefully show you that if you are to convey your message successfully, you will have to make your text "reader friendly".
On the other hand, we should also pay attention to model text cohesion, which refers to the grammatical and lexical connections between individual clauses. The grammatical links can be classified under three broad types:(5)Referents such as pronouns, the article "the" , demonstratives and so on: Ellipsis which refers to leaving out of words or phrases where they are unnecessary: Conjunction which refers to a word which joins phrases or clauses together.
(6)Pronouns, whether subject, object, possessive, relative, or reflexive, are often underused or misused while performing a writing task, resulting in either confusion as to the referent or tedious repetition of a noun. One way of raising awareness of the key function that pronouns play within a text is to circle all the pronouns, then use arrows to connect them to their referents. This shows that pronouns can be found by looking back or forwards in the text. There are many other activities that can be used to focus on cohesion. For example, replacing a sentence which is missing from each paragraph, or replacing the first sentence of each paragraph, matching clauses which have been separated or gapping conjunctions which you must replace from a selection.
After raising your awareness of the grammatical and stylistic devices employed in the model text, you should begin to organize your mind maps into a linear format, i.e. , the text structure of the model text.(7)This provides you with an opportunity to further sift and/or logically connect your ideas, to focus them on the precise function of each paragraph, which will help to clarify your writing. We will also have to discuss the overall structure, i. e. , the order in which to relay your information, depending on the impact you wish to have on the reader. All of the above activities work best if carried out in groups as groupings make the tasks livelier and more enjoyable.(8)Moreover, if you can work together, assisting each other, then the atmosphere of the writing class may be less intimidating, and perhaps you will not be afraid of the complexity of writing tasks.
The next stage involves you in writing the first draft of your texts with a partner. This pair work will help you see that writing really is co-operative, a relationship between writer and reader.(9)Usually, the writer has to imagine a reader, but co-operative writing provides you with a reader and makes the task more realistic and interactive.
(10)OK, let’s talk about the last stage: correction and reading. The first draft could be corrected in a number of ways, depending on your aims. I could code-correct, or simply underline errors, then help you to reformulate your first drafts with the aid of the model text. Once the final drafts are written, you should then exchange your compositions so that you become readers of each other’s work. This gives your texts a communicative purpose, as well as developing an awareness of the fact that you are always producing something to be read by someone else, rather than for the display of writing alone.
So, now it’s much easier to approach discursive writing, isn’t it? We know that learning to write coherently, in a way suitable to one’s purpose and one’s audience is clearly a very difficult task. However, writing is a valuable skill, one which is worth all the classroom time and more spent on it. Therefore, I present writing as a stimulating process, and engage you in the act of creating a text, then help you to improve the effectiveness of your writing. I hope these suggestions provide you with enough hints. Thank you for listening.
选项
答案
referents
解析
转载请注明原文地址:https://kaotiyun.com/show/6DOO777K
0
专业英语八级
相关试题推荐
HowtoWriteaBookReviewI.ThedefinitionofabookreviewA.adescriptiveandcriticalorevaluativeaccountofabookB.a
Allsocialanimalscommunicatewitheachother,frombeesandantstowhalesandapes,butonlyhumanshavedevelopedthelangua
TheAmericanNationalAnthemis_____.
HowtoPresentaSeminarPaperToinvolvetheirstudentsmoreactivelyinthelearningprocess,manyuniversityteachersusua
Beguninthelate1960sbyPentagonweaponsresearchersasasystemforeasingcommunicationbetweencomputersindisparateelec
Beguninthelate1960sbyPentagonweaponsresearchersasasystemforeasingcommunicationbetweencomputersindisparateelec
SurprisingSideEffectsofGlobalWarmingNowadays,alotof(1)______happenedasaresultofthewarmerclimate,suchasri
There’sadirtylittleSecretinmanyAmericanhomes--couplesfightaboutthehousework.It’sNo.1issuemyhusbandandIargue
ThelargestcityinNewZealandis
讲英语的人听到别人赞扬,一般说“谢谢”,表示接受,说明自己认为对方的赞扬是诚心诚意的,所赞扬的事是值得赞扬的。因此不应“假装自卑”或“故作谦虚”。但是,对于中国人来说,听到别人赞扬时,通常要表示受之有愧,做得很不够;或者说自己的成就不过是由于侥幸,或者说是
随机试题
心跳、呼吸骤停初期有效的抢救措施是
胸外按压的要点是
患者,男性,5岁,农民,在田间喷洒农药2h后,突然昏倒在地,被家人紧急送往医院。入院后查体:T36.6℃,P56次/分,R24次/分,BP90/60mmHg,患者意识呈昏迷状,角膜反射消失,双瞳孔呈针尖样大小,呼气有大蒜味,多汗,双肺布满湿哆
刘某向甲区人民法院起诉,要求陈某退还所侵占的属于刘某所有的房屋,法院受理案件后,齐某认为该争议房屋应当属于自己所有并要求以有独立请求权的第三人的身份参加诉讼,法院经审查同意齐某参加诉讼并进行了合并审理。在审理过程中,刘某申请撤诉,此时,甲区人民法院应当如何
有一岩体边坡,要求垂直开挖,如图7—6所示。已知岩体有一个最不利的结构面为顺坡方向,与水平方向夹角为55°,岩体有可能沿此向下滑动。现拟采用预应力锚索进行加固,锚索与水平方向的下倾夹角为20°。问在距坡底10m高处的锚索的自由段设计长度应考虑不小于下列哪个
西方的“大五”人格理论包括外向性、和悦性、()、情绪性和创造性。[2007年真题]
在其他条件不变的情况下,会引起总资产周转率指标上升的经济业务有()。
《行政复议法》第九条规定,公民、法人或者其他组织认为具体行政行为侵犯了其合法权益的,可以自知道该具体行政行为之日起()日内提出行政复议申请;但是法律规定的申请期限超过该期限的除外。
“村骗乡。乡骗县,一直骗到国务院”。谈谈对其反映现象的看法。
关系模型中常用的关系操作包括Ⅰ.选择Ⅱ.投影Ⅲ.连接Ⅳ.查询Ⅴ.删除
最新回复
(
0
)