This paper explores the main approaches to understanding and teaching writing. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the three approaches respond to, critique, and draw on each other in a variety of ways. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.
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A writing teacher follows various methods of teaching. This article will expose the different approaches of teaching writing by highlighting its origins and how it has developed. It aims to enlighten writing teachers of the core methods they follow to teach writing. It limits its scope to four approaches; local knowledge, general knowledge, product, and process approaches of writing. This introduction of writing will give writing teachers the necessary experience to choose the appropriate method for teaching their students, as well as evaluating the current methods of teaching writing.
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Teaching EFL Reading and Writing in Georgia
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Azarbaijan, Shahid Madani University
Writing has an overarching significance in our lives. We experience this significance in our personal, professional and social activities. Much of who we are and who we wish to become in our social life, in the professional community we belong to and even in the privacy of our individual life is the outcome of what we write and how we write. We are often judged and evaluated by our control of it. The fact that we write for many reasons and purposes, that there are diverse contexts in which written texts are produced and consumed, and that those who wish to learn writing have diverse backgrounds and needs, all push the study of writing into wider frameworks of investigation. Teaching and Researching Writing should be seen as a response to the necessity of understanding these wider frameworks and meeting the needs of teachers and learners who belong to totally diverse contexts. As a brilliant reflection of many years of scholarly work of its writer, Ken Hyland, combined with insights from other prominent figures, the book primarily helps us gain glimpses of different social, cultural and institutional dimensions in which written communication operates. In light of these glimpses, the readers are expected to understand how much written communication has become an integral part of the complex webs of human's social, cultural and institutional life. Hyland's admirable applied linguistic perspective i links the social, cultural and institutional aspects of written communication to diverse research potentials and finally to multiple dimensions of the classroom practice of teaching and learning writing. This strong cycle of theory, research and practice makes up the skeleton of the book. The logic underlying this structure is a true reflection of an applied linguistic perspective. This perspective invites practitioners and teachers of writing to define and approach their problems with a theoretically-informed point of view. Following the logic outlined above, the author has organized the content in three major sections which link theory, research and practice together and one complementary section through which the opportunity for communication with the wider community is enhanced. The three chapters in Section I provide a rich conceptual overview of how writing can and should be defined by being linked to a number of key issues including text, writer, reader, context, literacy, expertise, technology, identity, dominance, culture, plagiarism and error. The chapters are expected to raise some of the key issues and questions currently occupying the field. The three chapters in Section II attempt to translate this conceptual overview to research potentials and possibilities. The author indicates how our theoretical understanding of social, cultural and institutional
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