Localizing second language writing pedagogy in a skills-integrated program in Brazil

Isabela Villas BoasSílvia Caldas

Focus on writing can range from a mere “backup” for grammar teaching to a major syllabus strand

in its own right. (Harmer, 2004: 31)

Approaches to teaching writing

Product

Process

Genre

Product Approach

“Controlled Composition” or “Current-traditional Approach”

Writing seen as a linear process

Students write Teacher corrects and grades

Process ApproachWriting is seen as a recursive process

Group work is emphasized

Students should be allowed to choose topics

The teacher is a facilitator who provides feedback to students

The social dimension of writing is emphasized

Stages of the process approach

Post-process framework

Balance between process and product (Reid, 2001)

Classroom community and participation of students in the construction of their writing and that of others (Reid, 2001)

Genre-based approaches as a complement to process writing (Hyland, 2003)

Post-process era: recognition of the multiplicity of L2 writing theories and pedagogies (Matsuda, 2003)

Writing involves the mediation between the writer and the reader.

Audience and discourse community determine knowledge.

“Genres are forms of life, ways of being. They are frames for social action, the place where meaning is constructed.”

(Bazerman, 2006)

Do you recognize these genres?

Once upon a time, ....TO WHOM IT MAY CONCERNThe purpose of this .... is to ....First, pour...A fiften-year old male was arrested last night while he was ...Love, ...BTW, plz ... LOLIt was found that, among the subjects studied, 89%...

Provides students with systematic explanations of how texts exercise their communicative functions.

(Hyland, 2007)

Genre Approach

Goes beyond the planning-writing-revising framework

Focuses on the linguistic resources writers need to communicate effectively rather than merely on writing strategies

Process-genre approach at CTJ

Process approach without losing sight of final product

Use of texts in different genres for analysis and as models

Awareness-raising of linguistic features of different genres

Explicit teaching of rhetorical patterns and conventions

All stages of the writing process (especially planning)

The gap

CHALLENGES

Tensions between writing approaches at CTJ and other schooling

Teachers’ lack of familiarity and training in process writing

Tensions in teacher and student perceptions of drafting

Provision of consistent and effective feedback to students

Tips for effective peer revision

Model the activity by revising pieces of writing with the whole class.

Begin by having students give feedback on anonymous writing, as they do not feel comfortable ‘criticizing’ their peer’s writing. After a while, they see that feedback is not necessarily criticism.

Begin with short checklists and expand the tasks gradually, until they can be more open-ended.

Vary the focus and the format of the peer review activity.

Use peer review sheets instead of having students write on their peer’s paper.

Be patient. Teaching students how to give and receive feedback takes time. They will be very reluctant in the beginning, as peer revision is not part of their educational experience. If the teacher is persistent, students eventually incorporate it as a natural step in a writing lesson.