At this point, a discussion of some common types of writing is in order. The following is taken from the second edition of the book “Effective Reading in a Changing World” by Rose Wassman and Lee Ann Rinsky, 1997. According to the authors, the type of writing found in essays, textbooks, and literature is generally classified into four broad categories.

These categories are narration, exposition, persuasion, and description.
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A. Writing, A Definition

Writing seems to have taken on different definitions for different groups of people in order to suit their different needs and purposes for writing. Even for professionals involved in the field of English Language Teaching, not one definition of writing could satisfy everyone.

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What is writing and why is there a need to learn it?

In this study, writing will be explored and discussed in the context of  ESL, particularly in an international school environment. Reference will also be made to studies and issues that affect first language writing since quite many of the theories that govern second language writing are also derived, based or influenced by first language theories on writing.

Writing, unlike the other skills of reading, listening and speaking seems to be of a more complex nature, especially in the context of second language use. In Britain, in the eighteenth and nineteenth centuries, emphasis was placed more on reading than on writing. The basis of which was the notion that it was more desirable for people to be able to read than write. That way, they can be educated and/or instructed into a particular belief or ideology.

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“Do we learn Values (in school), just to get an A?” That is how Cheque from grade 11 in the school I teach, opened up his arguments in a debate with other Grade 11 students held last October. Indeed, in this age and time of ipods, network gaming and cyber communities, has Values, as a school subject, become obsolete, even “unnecessary”? And if not, how can it support the Literacy programs in schools?

Looking at the Values classes I teach this year, I believe I have found my answers…

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I have a class of adult learners of 17. They come from different parts of Asia: Japan, Indonesia, Thailand, Korea and Vietnam. They’re mostly intermediate level in their English, both written and oral. The course I teach is called Independent Reading.

The program I use with them is broken up into two parts: two days in a row for 90 minutes each, I teach Reading Strategies. The book I use is called Reading in The Content Areas. I use book levels C and D. I like using this coursebook for two reasons.

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In his talk here in Bangkok, Thailand last September 20, 2008, Dr. Stephen Krashen (www.sdkrashen.com) talked about the homerun book for every reader, and how crucial it is to jumpstart ALL other reading interests in the future.

He says for every lifelong reader, there is that one book or one reading experience that started it all. And it could happen at any age. This homerun experience is so special or distinct that many readers could still remember the title, or the author, or the characters of the first story/book that ever got them started on reading. It’s the one book/story that they could hardly put down, that they were most probably not ‘told’ to read, and one they definitely read up to the very end.

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Let us begin this conversation by looking back at times in your life when you read books or any printed medium, for that matter, simply because you wanted to. It was not because of some reward, nor was it because you wanted to avoid some kind of negative consequence by not reading. What was it like then?

Chances are, you enjoyed the experience so much that you probably did not notice the time. You felt you had all the time in the world to immerse yourself in the words of the book. Most probably, the experience was so vivid in your memory that you could still remember the stories, the authors, the book series, even characters’ names, and more.

Would you say that those moments were meaningful? Rewarding, even?

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From experience, collegial sharing and attendance at professional development opportunities in search of what “effective assessment” looks like, here is a combination of principles, experiential anecdotes and actual classroom practice I use to assess students effectively for learning.

I refer heavily to materials and discussions from Ken O’ Connor’s workshop on “Classroom Assessment FOR Student Learning” held at an international school in Bangkok last few years in this article. The principles discussed in that workshop are strong affirmations of what I live by as an educator for years. And this material I present here are a testimony as to what research looks like in actual classroom practice and how the principles have shaped the assessment programs I have set up for my own students.

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I have been teaching teenagers for almost 5 years now, and I find this group of students both challenging and rewarding to work with. The kids are challenging because they are at the beginning of that stage in life dreaded by most parents and teachers alike. You guessed it right – PUBERTY!

On the other hand, the experience is rewarding for different reasons. Because the kids are battling with hormonal changes, pressure from peers to blend in, pressure from (some) parents to achieve, conflict between school rules and their search for an identity (thus the weird hair do, the psychedelic nail polish, etc), to get them focused on goals and what it is they really want for themselves is already quite a feat.

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I believe that children will live up to whatever standards you set for them as a teacher, as a mentor, as an adviser, but most especially, as an older ‘friend’ who truly cares about their success, not just in school, but most especially in the outside world.

This, I believe is the true essence of a teacher.

To illustrate this, let me tell you Taka’s (not his real name) story: Taka came to me with very little English. In the beginning, he struggled so much to understand what is gong on in the classroom. I noticed, he didn’t have that many friends either. I worried about him, especially since other teachers have also reported a lack of progress with him.

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