Нова українська школа: методика навчання англійської мови у 3-4 класах закладів загальної середньої освіти на засадах компетентнісного підходу - Крістіна Карпюк 2020

5.4. Writing
5. Language Skills

Writing means using symbols to transmit information in a readable form. However, it is more complex than that. As Pinter (2017: 85) points out, it progresses from «...tracing, to copying familiar words and phrases, to developing an awareness of text structures and genres, to the processes of drafting and editing, to writing for an audience». Thus, writing is:

✵ produced slowly which makes it time-taking;

✵ a learnt and high-prestige form of communication;

✵ dense and has more standard forms;

✵ permanent;

✵ usually asynchronous;

✵ the people whom we address are not physically present with us.

Writing plays an important role in our everyday lives, not to mention work. Therefore, it can be formal as well as informal. There are many reasons why our learners should develop this language skill. First of all, writing provides them with a bigger amount of ’thinking time’, compared to speaking which is usually more spontaneous. Students get an opportunity to think "... whether they are involved in study or activation» (Harmer, 2012: 112). When talking about writing, it is necessary to differentiate writing-for-learning and writing-for-writing. In the first case, pupils write in order to practise the language they have been studying. For instance, they write 4-6 sentences, using the new lexis or a certain language structure. Otherwise speaking, writing is used to reinforce certain material. In the second case, writing is a tool for students to elaborate their skills as writers, using any words and grammar they know or need. There is a number of ’real-life’ reasons for that like writing letters, e-mails, reports, notes, etc. Although this skill has been transferred more into printing, we still need to know the letters and how words/sentences are spelt in order to transmit our data in such form. In all cases our students need to work on their literacy and spelling which, in English, is rather challenging, since one sound can often be transmitted in more than one way.

The kind of writing students are asked to do depends on their age, level and interests. According to the National Curriculum of Ukraine, everything begins from learning the alphabet and writing letters in the first form. Later, in the second and third forms, students copy words and then sentences and fill out the missing gaps in different exercises. Finally, in the fourth form, they start writing their own sentences and small texts. Referring to the last two forms, our criteria for planning and selecting writing tasks should be the following:

1 The task should be interesting and motivating;

2 It should respond to the students’ language level;

3 Some tasks should be similar to the things that our students themselves may need to write about in the present/future (relevance);

4 The explanation of the task should be simple (using an example is one of the ways to clarify the task).

With the purpose of helping our learners to succeed in writing and to be enthusiastic about it, there are some issues that need to be considered:

1 It is necessary to choose the genre first because our decision what our students will write about depends on it. «A genre is a type of writing which members of a discourse community would instantly recognise for what it was». Yet, as our learners’ language level raises, their writing "... should express their own creativity within a genre» and not just be an imitation of it (Harmer, 2012: 113).

2 As our students’ language level increases, we need to inform and involve them in the process of writing: planning - drafting - reviewing - editing - producing the final version.

3 Finally, it is necessary to help our learners build the writing habit, since a lot of them often have no desire to write because they have a lack of confidence or interest. That is why we have to engage them in writing starting from early levels by using those activities and writing tasks which are not only level-appropriate for them, but are also interesting and, therefore, enjoyable and motivating.

There is a huge variety of tasks and topics that are suitable for older young language learners (third- and fourth-form students). For example, writing instructions, recipes or a shopping list, puzzles, simple diaries or blogs, letters or e-mails, filling out gaps in speech bubbles in a group cartoon story. Pinter (2017) suggests that presentation of various genres in writing increases the students’ appreciation of different audiences.

Apart from only referring to the coursebooks, teachers can also use additional materials to provide their pupils with the examples of written genres as well as to enhance their interest - screenshots of chats/e- mails, newspapers, magazines, brochures and guides, simple poetry, even pictures. As for the last one, the teacher can show the learners a few pictures and let them in pairs/groups create a short story referring to them. Examples of more interesting tasks in writing will be presented in the Appendix.

Here are some practical tips useful to apply when teaching writing to primary students:

✵ give your pupils a clear idea of how long the written text should be, but do not make it too long, since their English level is not very high yet (approximately, 100-150 words);

✵ let them check and then rewrite their compositions before producing the final version (editing);

✵ do not overuse collaborative writing - when writing in pairs/groups, very often one student does all the work and all others just give their ideas what to write about or are completely passive;

✵ when correcting writing, differentiate what mistakes should be singled out and which ones can be left out - too much correction demotivates students, lessens their confidence and distracts from the content and organisation of the text which are no less important than spelling and grammar.

SUMMARY

All language skills ’cooperate with each other’, which makes them all equally important in life. In oral communication, we need to listen to the interlocutor in order to respond to him/her later on. When reading messages, e-mails, reports, etc, we usually need to answer them in a written/printed form or vice versa. There are some significant points and challenges when teaching and practising these skills. However, there are also many tips of advice and practical points applying which makes the English teacher’s job easier and even more interesting.