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First written down, these arguments can then be presented in written and oral forms, thereby reinforcing English usage in two forms: written and oral (Walvoord, 1982). Further strategies for converting the teaching into a relevant exercise are by having students summarize and critique articles and drafts (Walvoord, 1982), and by using dyadic writing (both English and student's language side-by-side on the same page) as a useful study for both teaching and research of English (Aghbar and Alam, 1992). This can be done in various venues: visual aids, such as TV programs movies, documentaries; written texts such as books, or audio material.
Both the Interchange Student's Book 2 (Richards, Hull, & Proctor, 2008) and Grammar Dimensions: Teacher's Edition (Sadlier et al., 2000), for instance, masters all three of these perquisites by employing a simplistic, attractive, and consistent approach, and by integrating its exercise and content into everyday usage. We can show them how.
Conclusion
Writing can be fun, and, if taught in the right way, can certainly internalize English as an enjoyable and stimulating language. Students, when shown the extended value that mastering writing can provide them with since writing is essential in every subject area, will be more motivated to master the subject (Howie, 1984). In "A guidebook for teaching writing in content areas,' Howie demonstrates how a quick, exploratory, and creative style of writing can help students relate to the content style of the material in a fresh, engaging, immediate manner, thereby building connections, reflecting on, and retaining their learning.
According to Romano's description of high school teachers:
After all, high-school English teachers have subject matter to transmit. We know the way to do things. We know how to construct a paragraph, how to excise redundancy, how to maintain a point-of-view, how to formulate a thesis. We know so much that students don't. We must fill them up with all we know . . .
And in our haste to tell young writers how to do things, we forget that merely telling of new concepts doesn't usually lead to learning, and that students best learn what they're ready to learn, itching to learn (30)
Sources
Aghbar, Ali-Asghar, and Mohammed Alam. "Teaching the Writing Process through Full Dyadic Writing." The 26th Annual Meeting of the Teachers of English to Speakers of Other Languages. March 3, 1992. Vancouver, 1992.
Connors, Robert J. "The Rise and Fall of the Modes of Discourse." College
Composition and Communication 32.4 (Dec. 1981): 444-455.
Dellinger, Dixie Gibbs. Out of the Heart How to Design Writing Assignments for High
School Courses. University of California, Berkely, 1982.
Fletcher, Ralph. Breathing in Breathing Out Keeping a Writer's Notebook. Portsmouth,
NH: Heinemann, 1996.
Fuchs, Marjorie, and Margaret Bonner. Focus on Grammar 4: An Integrated Skills Approach. 3rd. White Plains: Pearson Education, Inc., 2006.
Glenn, Cheryl, and Loretta Gary. The Writer's Harbrace Handbook. 3rd. Boston: Thomson Wadsworth. 2007.
Graves, Donald. Writing. Teachers and Children at Work. Portsmouth, NH:
Heinemann, 1996.
Howie, Sherry Hill. A Guidebook for Teaching Writing in Content Areas. 1st. Newton: Allyn and Bacon, Inc., 1984.
Kitao, Kenji, and S. Kathleen Kitao. "Student-Constructed Web Pages for Intercultural Understanding." Proceeding of the Fourth Annual International Conference on Froeign Language Education and Technology (FLEAT). July 29, 2000. Kobe: Doshisha Univ., 2001.
Knoblauch, C.H. And Lil Brannon. Rhetorical Traditions and the Teaching of Writing.
Portsmouth, N.H.: Heinemann, 1997.
Murray, Donald M.. Write to Learn. Philadelphia: Harcourt Brace College Publishers,
1999.
Raimes, Ann. Techniques in Teaching Writing. 1st. New York: Oxford University Press, Inc., 1983. Print.
Romano, Tom. Clearing the Way: Working With Teenage Writers. Portsmouth, NH:
Heinemann, 1987.
Urbanski, C.D. A teacher's guide to coaching writing in the literature-based high school classroom. Thesis. U. Of N. Carolina at Charlotte, 2000. http://education.uncc.edu/enged/docs/thesis/Urbanski.htm
Sources
Aghbar, Ali-Asghar, and Mohammed Alam. "Teaching the Writing Process through Full Dyadic Writing." The 26th Annual Meeting of the Teachers of English to Speakers of Other Languages. March 3, 1992. Vancouver, 1992.
Connors, Robert J. "The Rise and Fall of the Modes of Discourse." College
Composition and Communication 32.4 (Dec. 1981): 444-455.
Dellinger, Dixie Gibbs. Out of the Heart How to Design Writing Assignments for High
Urbanski, C.D. A teacher's guide to coaching writing in the literature-based high school classroom. Thesis. U. Of N. Carolina at Charlotte, 2000. http://education.uncc.edu/enged/docs/thesis/Urbanski.htm
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