Posted on 10 February 2009 by Hedda Tan
In an international school setting, the demand and pressure on students to be proficient in writing is quite high. They are expected to write in English in their core subjects; Math, Science, Social Studies and Language Arts, in order to accomplish reports, projects, as well as homework and in-class assignments.
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Posted on 06 February 2009 by Hedda Tan
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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Posted on 04 February 2009 by Hedda Tan
“There is a widely held belief that in order to be a good writer a student needs to be read a lot”. (Hedge, 1988:11).
Harris (1993:81) is also of the same belief as Hedge when he wrote in his book, “Introducing Writing”, that “reading and the consideration of written texts should form an important part of the teaching of writing.” He explains that writing cannot be taken as a different entity from other aspects of language use. He says writing requires attention to reading and to talking, for these are the two means by which writing skill can be learned or acquired.
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Posted on 30 January 2009 by Hedda Tan
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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Posted on 04 December 2007 by Hedda Tan
What is Writing?
This study could not proceed without an attempt to explore the many and varied definitions of writing. 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.
For the process oriented professionals and researchers, writing is a product of a person’s search for meaning. Zamel (1982) points out that writers go through the process where meaning is created because writers seem to start off the process not knowing what they are going to say at all.
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