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Методика преподавания английского языка : The basic principles of writing process (upper-intermediate students)
| дипломные работы, Английский язык Объем работы: 59 стр. Год сдачи: 2010 Стоимость: 4000 руб. Просмотров: 1148 | Не подходит работа? |
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Introduction 2
Chapter I: Writing process 4
1.1. History of writing and reasons for teaching writing 4
1.2. The elements of writing 5
1.3. Writing versus speaking 7
1.4. Purposes and types of writing 10
1.5. Genre and register 10
1.6. Text construction 11
1.7. Cohesion 12
1.8. Coherence 13
Chapter II: Writing process at work 14
2.1. Process and genres 14
2.2. Generating Ideas 14
2.3. Analysing genres 16
2.4. Making a plan 16
2.5. Project work 17
Chapter III Writing feedback 20
3.1. Two categories of writing 20
3.2. Teacher’s tasks in writing 23
3.3. Ways of reacting to students’ writing 23
3.4. Ways of correcting students’ writing 25
3.5. Ways of responding to students’ writing 26
3.6. Peer review 27
3.7. Training students to self-edit and self-correct 28
3.8. The homework procedure 29
Chapter IV: Writing encouragements in practice 31
4.1. General principles of the student’s writing skill 31
4.2. Instant writing 32
4.3. Collaborative writing 34
4.4. Writing to each other 35
4.5. Practical application 36
Conclusion 44
Bibliography 48
Appendix 49
Chapter I: Writing process 4
1.1. History of writing and reasons for teaching writing 4
1.2. The elements of writing 5
1.3. Writing versus speaking 7
1.4. Purposes and types of writing 10
1.5. Genre and register 10
1.6. Text construction 11
1.7. Cohesion 12
1.8. Coherence 13
Chapter II: Writing process at work 14
2.1. Process and genres 14
2.2. Generating Ideas 14
2.3. Analysing genres 16
2.4. Making a plan 16
2.5. Project work 17
Chapter III Writing feedback 20
3.1. Two categories of writing 20
3.2. Teacher’s tasks in writing 23
3.3. Ways of reacting to students’ writing 23
3.4. Ways of correcting students’ writing 25
3.5. Ways of responding to students’ writing 26
3.6. Peer review 27
3.7. Training students to self-edit and self-correct 28
3.8. The homework procedure 29
Chapter IV: Writing encouragements in practice 31
4.1. General principles of the student’s writing skill 31
4.2. Instant writing 32
4.3. Collaborative writing 34
4.4. Writing to each other 35
4.5. Practical application 36
Conclusion 44
Bibliography 48
Appendix 49
INTRODUCTION
The unique role of written language as a means of enabling students to formulate their thoughts to themselves, and to reflect on what they mean, is now widely recognized. Writing is seen as an integral part of the process of lea
ing, and not simply as an ancillary function – something to be used as a way of checking that lea
ing has actually taken place (as in the traditional subject essay). This view requires a more sophisticated account of the nature of the writing process than has traditionally been available - in particular, it requires an appreciation that writing is used for a wide range of purposes and a variety of audiences.
My graduation paper is devoted to the problems, which the majority of upper-intermediate students face when they deal with writing activities. Thus, the aim of my work is to study the basic principles of writing.
In the first chapter ”Writing process” I would like to concentrate on the process of writing in general, on reasons for teaching writing and on the basic elements of writing in particular. This chapter also deals with various types of writing, its purposes, and the basic principles of text construction.
In the second chapter ”Writing process at work” I shall confine my attention to the combination of process and genre at work and different stages of writing lessons such as the generation of ideas, the study of genres and the planning of the text. This chapter is also devoted to project work as it combines the stages mentioned above.
In the third chapter ”Writing feedback” different problems of organising writing activities in the classroom are discussed. This chapter also deals with teachers’ reaction to the students’ writing and the ways of correcting, responding and guiding to students’ works.
The unique role of written language as a means of enabling students to formulate their thoughts to themselves, and to reflect on what they mean, is now widely recognized. Writing is seen as an integral part of the process of lea
ing, and not simply as an ancillary function – something to be used as a way of checking that lea
ing has actually taken place (as in the traditional subject essay). This view requires a more sophisticated account of the nature of the writing process than has traditionally been available - in particular, it requires an appreciation that writing is used for a wide range of purposes and a variety of audiences.
My graduation paper is devoted to the problems, which the majority of upper-intermediate students face when they deal with writing activities. Thus, the aim of my work is to study the basic principles of writing.
In the first chapter ”Writing process” I would like to concentrate on the process of writing in general, on reasons for teaching writing and on the basic elements of writing in particular. This chapter also deals with various types of writing, its purposes, and the basic principles of text construction.
In the second chapter ”Writing process at work” I shall confine my attention to the combination of process and genre at work and different stages of writing lessons such as the generation of ideas, the study of genres and the planning of the text. This chapter is also devoted to project work as it combines the stages mentioned above.
In the third chapter ”Writing feedback” different problems of organising writing activities in the classroom are discussed. This chapter also deals with teachers’ reaction to the students’ writing and the ways of correcting, responding and guiding to students’ works.
BIBLIOGRAPHY
1. Смирницкий А.И. Лексикология английского языка. - М., 1956
2. Щерба Л.В. Преподавание иностранных языков в средней школе. - М., 1974
3. Cruse D.A. Lexical Semantics. - Cambridge University Press, 1986
4. Crystal D. The Cambridge Encyclopedia of the English Language. - Cambridge University Press, 2000
5. Gvishiani N.B. Mode
English Studies. Lexicology. - M., Akademia, 2009
6. Haycraft J. An Introduction to English Language Teaching. - Longman, 1978
7. Harmer J. How to Teach English. - Longman, 2007
8. McCarthy M., O’Dell F. English Vocabulary in Use. Upper-intermediate. - Cambridge, 2001
9. McCarthy M., O’Dell F. English Vocabulary in Use.Advanced. - Cambridge, 2002
10. Minajeva L. English Lexicology and Lexicography. - M., 2003
11. Quirk R., Stein G. English in Use. - Longman, 1990
12. Spratt M., Pulve
ess A., Williams M.The TKT Course. - Cambridge, 2005
13. Thomas B.J. Advanced Vocabulary and Idioms. - Longman, 1995
14. Ullmann S. Semantics. An introduction to the Science of Meaning. - Oxford, 1962
15. Watcyn-Jones P. Vocabulary Games and Activities 2. - Penguin Books, 2001
Dictionaries:
16. Александрова З.Е. Словарь синонимов русского языка.- М., 1995
17. Ахманова О.С. Словарь лингвистических терминов. - М., 1968
18. Dictionary of Contemporary English. The 4th edition. - Longman, 2005
19. Longman Language Activator. - Longman, 1994
20. Oxford Collocation Dictionary. - Oxford University Press, 2002
21. Webster’s New Dictionary of Synonyms. – Merriam-Webster Inc., USA, 1988
1. Смирницкий А.И. Лексикология английского языка. - М., 1956
2. Щерба Л.В. Преподавание иностранных языков в средней школе. - М., 1974
3. Cruse D.A. Lexical Semantics. - Cambridge University Press, 1986
4. Crystal D. The Cambridge Encyclopedia of the English Language. - Cambridge University Press, 2000
5. Gvishiani N.B. Mode
English Studies. Lexicology. - M., Akademia, 2009
6. Haycraft J. An Introduction to English Language Teaching. - Longman, 1978
7. Harmer J. How to Teach English. - Longman, 2007
8. McCarthy M., O’Dell F. English Vocabulary in Use. Upper-intermediate. - Cambridge, 2001
9. McCarthy M., O’Dell F. English Vocabulary in Use.Advanced. - Cambridge, 2002
10. Minajeva L. English Lexicology and Lexicography. - M., 2003
11. Quirk R., Stein G. English in Use. - Longman, 1990
12. Spratt M., Pulve
ess A., Williams M.The TKT Course. - Cambridge, 2005
13. Thomas B.J. Advanced Vocabulary and Idioms. - Longman, 1995
14. Ullmann S. Semantics. An introduction to the Science of Meaning. - Oxford, 1962
15. Watcyn-Jones P. Vocabulary Games and Activities 2. - Penguin Books, 2001
Dictionaries:
16. Александрова З.Е. Словарь синонимов русского языка.- М., 1995
17. Ахманова О.С. Словарь лингвистических терминов. - М., 1968
18. Dictionary of Contemporary English. The 4th edition. - Longman, 2005
19. Longman Language Activator. - Longman, 1994
20. Oxford Collocation Dictionary. - Oxford University Press, 2002
21. Webster’s New Dictionary of Synonyms. – Merriam-Webster Inc., USA, 1988
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