According to Horowitz (1986: 144), the approach “creates a classroom situation that bears little resemblance to the situation in which (students’ writing) will eventually be exercised” (p.144). He goes on to suggest that a process orientation ignores certain types of important academic writing tasks( particularly essay exams) and that what he sees as two basic tenets of the process approach- “content determines form” and “good writing is involved writing”- do not necessarily hold true in many academic contexts. In essence, he asserts that the process approach overemphasizes the individual’s psychological functioning and neglects the socio-cultural context, that is, the realities of academia- that, in fact, the process approach operates in a socio-cultural
604 assignments 1 1) Concepts and structure This essay will first answer what is skill theme approach? It is a model that describes both content of physical education (what to teach) and pedagogy of physical education (how to teach) (Graham, Holt/Hale, & Parker, 2010). In skill theme approach teacher is the instructional leader. Teacher uses shaping process to achieve desired skill movement patterns. Teachers structures the learning, give detailed and repeated instructions, ask large number of questions.
There are several different styles of writing and learning, and if an individual knows their style of each, it can help them improve on their learning and writing skills. My method of writing is free-writing, I tend to start writing, and not stop until I finish. Similarly, I tend to learn best by absorbing a great deal of information at once, then going back and processing it. My learning and writing styles greatly influence each other, with my learning style helping improve my writing style. Since I was a child, everything I wrote was done using a free-writing technique.
Peregoy & Boyle (2005) affirm that process writing is an approach to teaching writing that has been researched in depth over the past several years with both first language learners and English language learners. In process writing, students experience five interrelated phases: prewriting, drafting, revising, editing and publishing. During the prewriting phase, students choose a topic and generate ideas. Once they have chosen their topic, they begin drafting. As they compose their first draft, they are encouraged to let their ideas flow onto the paper without concern for perfection in form or mechanics.
I have learned multiple things by taking this class, such as new ways to approach writing and that there is much that I still need to learn about composition. There are many approaches to writing that, before taking this class, I had never even previously considered using. One such approach is the use of parallel structured sentences. Before the writing prompts in this class, I do not remember ever being taught about parallel structure or how to use it in an essay. Another new approach, that I have learned, is how to write the thesis statement before starting the rest of the paper.
The approach to language learning, which I find most appropriate, is to provide opportunities for the children to experience different text as it is particularly helpful in developing language skills. I would continue it and besides newspapers, fiction and nonfiction books I shall also include wrappers of different things, banners, names of shops and roads. I am hopeful that it would foster children learning and their understanding about the purpose of the different
The teaching methods based on constructivist approach are very effective to help students understand, recall and apply the essential information, concepts and skills. They are used to make lessons interesing, activate students ' prior knowledge, help to develop and organise information and promote questioning. Slavin( 1994,p. 237-239) discusses the important concepts of this approach as mentioned below: Advance organisers: general statements given before instruction that links new information to existing knowledge to help students process new information by activating background knowledge, suggesting relevance and encouraging accommodation; Analogies: highlighting the similarities between things that are otherwise unlike, to help students learn new information by relating it to concepts they already have; and Elaboration: the process of reflection on the new material in a way that connects it with existing
So style differentiates between one person and another, so when one is given a piece of any literary work it is easily to know the author. Style is to do with choosing specific words in language and write or speak in an appropriate framework. Style is the base of stylistics, but what is
Oshima and Hogue (1999) categorize the writing process into four stages that include prewriting, planning, writing and revising of drafts. According to Greene (2001) the process approach to writing is a multi-dimensional activity in which students are in continual contact of the instructor and peers while going through the steps of planning, drafting, revising, editing, and publishing. Brown (2001), on the other hand, frames three stages of writing, which are pre-writing, drafting and revising. Seow (2002) divides writing process into four stages, namely, planning, drafting, revising and editing. In general, first understand essay title/requirements and assess reading texts-choose most suitable.
The sequence in this approach is to prompt the students to find the rules after being exposed to examples. The teacher tries to help his students by showing them a series of examples then guide them to guess to which rule the given examples belong to or deal with (Mautone 2004). " an approach that starts with exposing students to examples of language use or even an immersing them in the use of the target language items and then prompts students to generalize the patterns of the language " (Thornbury, 1999, p180). In the same context, Azmi and Hanna cite that the inductive approach refers to “the style of introducing language context containing the target rules where students can induce those rules through the context and practical examples”. (2008, p.3).