issues in writing research and instruction
TRANSCRIPT
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ISSUESINWRITINGRESEARCHAND
INSTRUCTION
Theory and Practice of WritingWilliam Grabe & Robert Kaplan,
1996
A presentation by Maira Malla, Eliana Mercado, and Maximiliano
Castro
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Issues inWriting
The natureof writing
Literacyand writing
Oral andwritten
language
Writingresearch inL1 contexts
L2students
writingneeds
Writingresearch in
L2
Movingfrom theoryto practice
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ONTHENATUREOFWRITING
HOW MANY
TIMES
DOYOU WRITE
PER DAY?
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The need for writing extensive
People in many varieties of writing
control the written medium of language
Classification people writecontext
task
audience
Reasons unrelated to work: letters, diaries, messages, shoppinglists, etc.
to communicate, to remember , to identify, etc
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Writing with composing
telling or
retelling
transforming
without composing
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not acquired
culturally transmitted
technology
Writing abilities great problems
conscious effort
much practice
Training, instruction, practice, experience, and
purpose.
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Writing as technology
History of Literacy:
Enlightening
Misunderstood
Literacy influence on educational
systems
LITERACYANDWRITING
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Consequences of Literacy on both
individuals and society
Social and individual changes
Domination of history over myth
Rise of critical skepticism towards previous knowledge
Rise of democratic institutions
Creation of abstract logical deduction
Need for private introspection
Distinction between the natural and supernatural
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Academically valued writing demands composing
skills.
Oral and written language reinforce each
other.
All texts are highly complex multidimensional
structures.
Written texts vary greatly according to task,
audience, and purpose.
Differences between oral and written language
should not be oversimplified.
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RESEARCHONWRITINGINENGLISHL1
CONTEXTS
4 Dimensions of writing research
The study of literacy development
The study of cognitive aspects of writing
The study of text construction
The rhetorical study of writing
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SECONDLANGUAGESTUDENTNEEDSAND
WRITINGINSTRUCTION
Diversity of L2 learners uses and
needs:English as a foreign language
learners
English as a second language learners
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WRITINGRESEARCHINL2
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In the US and UK from the late 60s and early 70s
Increasing awareness of failing L2 students
Applied linguistics is the most active discipline
Recent efforts
Contrastive rhetoric (Kaplan)
Cognitive psychology, text linguistics, discourse
analysis
Study of the writing needs of ESP students
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In other countries
Minimal research
Countries which send students to the US and the
UK give some consideration to writing needs
Needs addressed by US university programs in
some cases
Success of such programs still to be seen
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MOVINGFROMTHEORYTOPRACTICEResearch on writing in L1 and L2 contexts.
The 1950s and 1960s = current traditional
approach
The mid-1960s constituted the turning point in
writing instruction.
In the 1980s there were powerful theories of
writing.In the 1990s many teachers stress early
composing practice for children.
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Thank you! Now go write something!
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Round-up questions
From which perspective have writing abilities been
developed and why?
What are some of the main differences between research
on writing in L1 and L2 contexts? Why do the authors conceive writing as technology?
What are some of the characteristics of writing?
What is the relation between literacy and writing?
What has changed in writing instruction over the years?
Mention the 2 approaches.