Teaching Writing Skills

Practicing Writing skills for Rural learners at Engineering colleges in the context of Tamilnadu.

Mrs. S. Sharon Grace

PhD Research Scholar

Department of English

Anna University

College of Engineering Guindy

Chennai-25.

9962084548 [e-mail] Introduction:

English has its own purpose through promoting its skills LSRW (Listening, Speaking, Reading and Writing). Writing skill deserves its importance more than any other skills. When referring to the examination process the understanding of a subject’s outcome is entirely based upon writing. Learners tend to feel the importance of improving their writing especially while appearing for their examination. Writing skill is in the state Tamilnadu, India is considered

Rural learners find difficult in delivering the learnt ideas through writing and so they engage in reproducing the text as they learn. Writing skill gets improved only when learners involve in practicing it. As (Hadley 1993 in Hyles 2002) says that “the ability to write well is not a naturally acquired skill, it is usually learned or culturally transmitted as a set of practices in a formal instructional settings or other environments. Writing skills must be practiced and learned through experience”. Achieving the highest level in writing, learners those who learn English as their second language need to work upon certain techniques and strategies for the exercises such as general ones and grammar oriented and use them in real life situation (in this context use refers to the written form) as (Hyles:2002) distinguishes the two groups of learners of L1 and L2 when “compared to students writing in their native language (L1) however, students writing in their L2 have to also acquire proficiency in the use of the language as well as writing strategies, techniques and

When referring to the test or classroom activity upon writing, teachers could select relevant content that is needed for their level of learners. First and foremost a teacher should observe and tend to know his/her group of learners in classroom. After knowing the group of learners, teacher needs to identify the level of learners and need to design the exercise based on the level that has been identified. Exercises related to grammar could be preferred by teacher based on their leraners’ interest in taking up an item. We come across a statement made by (Tricomi:1986) in her article on a perspective of krashen’s second – language acquisition theory (SLA) states that “a teacher can promote acquisition by providing students with appropriate comprehensible input… presenting students with a rule and then helping them practice applying it…which leads to learning”. Teachers need to thoroughly check and verify the exercise that is selected for an activity or the content to test the beginners (i.e.) the learners who have their exposure towards the English language right from their higher secondary (school) level. There are some main factors which need to be looked upon by the tertiary level teachers. They are the common errors related to the content such as ambiguity upon any word or sentence, errors related to spelling, grammar, facts, statements etc. There are even other