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EFFECTIVE METHODS OF IMPROVING LEARNERS’
WRITING SKILLS
E.I.Mamaraimova (Master of SamSIFL)
Аннотация. Предметом исследования данной статьи является актуальная
проблема современной методики: использование современных эффективных методов
и новых педагогических технологий при обучении письму английского языка.
Ключевые слова: письмо, обучение, иностранный язык, эффективные методы,
черновик, редакция, заключение.
Аnnotatsiya. Ushbu maqolaning mavzusi zamonaviy metodologiyaning dolzarb
muammosi: ingliz tilida yozishga o‘rgatish jarayonida zamonaviy samarali uslublar hamda
yangi pedagogik texnologiyalardan foydalanishiga bag‘ishlangan.
Kalit so‘zlar: yozish, o‘qitish, chet tili, samarali usullar, datlabki yozish, tahrir, xulosa.
Foreign language teaching is considered to be one of the most important parts of
teaching process in our Republic. As well as all parts of teaching, writing is being
considered as most important of educating foreign language.
The actuality of this work is in
its creative approach to the study and methods of teaching writing, besides, it contains a
detailed review of ways and methods of teaching writing and improving writing skills [3].
As we consider the knowledge of a foreign language is evaluated in 4 main language skills:
speaking, writing, reading and listening. All these skills add each other and are valuable.
Writing is a rather serious task and it demands a lot: beautiful handwriting, correct spelling,
proper grammar and valuable logical meaning. That’s why it creates more difficulties to
students than other language skills. For a proper writing students should master not only
grammar, but vocabulary, syntax and logics. In our research work we combined methods of
writing which will take in consideration all these matters.
The writing process is both a key concept in the teaching of writing and an important
research concept in the field of composition studies.
Generally the writing process is seen as consisting of five stages:
•
Drafting
•
Revising
•
•
Publishing [4].
These stages can be described at increasing levels of complexity for both younger
students and more advanced writers.
Written speech is regarded as a creative communication skills, understood as the
ability to express in writing their thoughts. For this we need to own spelling and calligraphic
skills, ability to build and place of composition in writing, voice work, composed of inner
speech and the ability to select appropriate lexical and grammatical units.
Teaching writing involves different kinds of speech exercises: vocal exercises for
teaching written communications, writing, speech exercises for working with printed text,
writing, speech exercises, resulting from the process of reading, listening and speaking.
Steps in the Writing Process
1.
Pre-writing:
This is the planning phase of the writing process, when students
brainstorm, research, gather and outline ideas, often using diagrams for mapping out their
thoughts.
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2.
Drafting:
Students create their initial composition by writing down all their ideas
in an organized way to convey a particular idea or present an argument.
3.
Revising:
Students review, modify, and reorganize their work by rearranging,
adding, or deleting content, and by making the tone, style, and content appropriate for the
intended audience. The goal of this phase of the writing process is to improve the draft.
4.
Editing:
At this point in the writing process, writers proofread and correct errors in
grammar and mechanics, and edit to improve style and clarity.
5.
Publishing:
In this last step of the writing process, the final writing is shared with
the group. Sharing can be accomplished in a variety of ways, and with the help of
computers, it can even be printed or published [2].
There are several types of academic writing:
1. Imitative writing – at the beginning level of learning to write, students will simply
“write down” English letters, and possibly sentences in order to learn the conventions of the
orthographic code. Some forms of dictation fall into this category although dictations can
serve to teach and test higher order processing as well.
2
.
Intensive (controlled) writing – usually arrears in controlled written grammar
exercises. Some written tasks as essays, compositions, summary are also included into
intensive writing.
3. Self- writing – this type means writing with only the self in mind as an audience.
The most vivid example of this type of writing is notetaking where students take notes
during a lecture for the purpose of later recall.
4. Display writing – short answer exercises, essay examinations, research reports are
display writing examples, when students have to display their knowledge of language and
academic skills.
5. Real writing – this type is done not for marks or checking by teachers. Its aim is
genuine communication. Writing diaries, letters, post cards, notes, personal messages or
other informal writing can take place [1].
In conclusion we must remember the effective advices for improving our writing skills:
•
Using plain English style
•
Pay attention to sentence and paragraph length
•
Use parentheses sparingly
•
Use bullet points and enumerated lists
•
Use the simplest words and expressions possible
•
Replace difficult words and phrases with simpler alternatives
•
Avoid stock phrases
•
Avoid legal words and pomposity
•
Avoid jargon
•
Avoid unnecessary words and repetition
•
Use verbs instead of nouns
•
Explain new ideas clearly
•
Use consistent naming of the same ‘things’
LITERATURE:
1.
Rutledge A. Noun phrase usage as an index of writing quality and text type in
adolescent writing. – University of Queensland, 2000. – 274 p.
2.
Williams J. Tutoring and revision: Second language writers in the writing center. //
Journal of Second Language Writing, 2004. –
№ 1.
– P.65-71.
3.
Wood J. A marriage waiting to happen: Computers and process writing. –
Education Development Center, 2004. – 64 p.
4.
www.onestopenglish.com/News/Magazine/Archive/teachingwriting_internet.htm.
