Writing, like all other aspects of language, is communicative. Think about what we write in real life. We write e-mails, lists, notes, covering letters, reports, curriculums, assignments, essays perhaps if we study. Some of us write articles or work on blogs, forums and websites. A few write stories and poems - but very few. All of these writing tasks have a communicative purpose and a target audience.
Writing is communicative. Think about what we write in real life. We write e-mails, lists, notes, covering letters, reports, curriculums, assignments, essays perhaps if we study. Some of us write articles or work on blogs, forums and websites. A few write stories and poems - but very few. All of these writing tasks have a communicative purpose and a target audience.
Responding appropriately to writing that learners give us is time-consuming and taxing, whether we are addressing errors or the content. We often have to work as hard as our learners have done. Our response is also often dictated by our concern with sub-skills and so correction is often at this level rather than at that of communicative competence. This is aggravated by the fact that it is not easy to evaluate this competence, especially formally - as can be seen in the complexity of the speaking criteria for exams such as IELTS and Cambridge Main Suite. In addition, it is important to recognize that learners are equally concerned about correctness in writing at a sub-level, in areas such as spelling and punctuation. This is especially true when compared to speaking. This inhibits communication.
Responding appropriately to writing that learners give us is time-consuming and taxing, whether we are addressing errors or the content. We often have to work as hard as our learners have done. Our response is also often dictated by our concern with sub-skills and so correction is often at this level rather than at that of communicative competence.
By its nature, writing is often a solo activity, done silently, involving physical effort and taking a lot of time. This may not make it attractive to learners or teachers as a classroom activity. In addition to this, writing is difficult, even in L1. There are linguistic, psychological and cognitive problems involved, making teaching it and learning it a considerable challenge.
Writing is communicative. Think about what we write in real life. We write e-mails, lists, notes, covering letters, reports, curriculums, assignments, essays perhaps if we study. Some of us write articles or work on blogs, forums and websites. A few write stories and poems - but very few. All of these writing tasks have a communicative purpose and a target audience.
Responding appropriately to writing that learners give us is time-consuming and taxing, whether we are addressing errors or the content. We often have to work as hard as our learners have done. Our response is also often dictated by our concern with sub-skills and so correction is often at this level rather than at that of communicative competence. This is aggravated by the fact that it is not easy to evaluate this competence, especially formally - as can be seen in the complexity of the speaking criteria for exams such as IELTS and Cambridge Main Suite. In addition, it is important to recognize that learners are equally concerned about correctness in writing at a sub-level, in areas such as spelling and punctuation. This is especially true when compared to speaking. This inhibits communication.
Responding appropriately to writing that learners give us is time-consuming and taxing, whether we are addressing errors or the content. We often have to work as hard as our learners have done. Our response is also often dictated by our concern with sub-skills and so correction is often at this level rather than at that of communicative competence.
By its nature, writing is often a solo activity, done silently, involving physical effort and taking a lot of time. This may not make it attractive to learners or teachers as a classroom activity. In addition to this, writing is difficult, even in L1. There are linguistic, psychological and cognitive problems involved, making teaching it and learning it a considerable challenge.
About the Author:
Sandra is an avid script writer and pushes for film Industry in the Washington. She has a team of Virtual Receptionists who help her run her site and her website as well as manage many blogs that she runs. If you're interested in Sandra's script writing or you would like to find out more on how her Virtual Receptionists works, visit her website Virtual Receptionists
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