The Important of Writing
The
fact that people need to communicate is not the only reason why second language
learners should have writing as a teacher led activity; there is an additional
and important fact: “writing helps our students learn”. As writing is a
multifaceted skill it does not help only to listen to lectures on writing in
general, grammar, syntax etc. The best way to learn is by doing. Starting,
re-writing, discussing, giving feedback and re-writing again are all part of
the process. The journey from idea to finished product is a long one, and
sometimes students need more help once they have reached the middle rather than
having someone tell them what is good or bad with the finished work[1]
Writing
is a flexible tool that can be used to meet a variety of goals. Writing allows
people to communicate with others removed in both distance and time. It
can promote a sense of heritage and purpose among larger groups of people.
Writing also provides a powerful medium forpersuading others. People use
writing to explore who they are, to combat loneliness, and to chronicle their experiences.
Writing about one’s feelings and experiences, for example, is beneficial
psychologically and physiologically. Writing is also a useful tool for learning[2]
Writing
is especially important for the instruction of second language learners for
three reasons. First, writing well is a vital skill for academic or
occupational success, but one that is especially difficult for second language
learners to master. Second, writing can be an effective tool for the
development of academic language proficiency as learners more readily explore
advanced lexical or syntactic expression in their written work. Third, writing
across the curriculum can be invaluable for mastering diverse subject matter,
as written expression allows learners to raise their awareness of knowledge
gaps, abstract problem specific knowledge into schemas that can be applied to
other relevant cases, and elaborate mental representations of knowledge that
can be more easily retrieved, while simultaneously allowing teachers to better
understand the students’ state of knowledge and thinking process and thus
adjust instruction as necessary[3]
[1] Wahlström (2006) Teaching Writing in Upper Secondary School. Page 4
[2] Graham and
Perin (2007) A Meta-Analysis of Writing Instruction for Adolescent Students. Carnegie
Corporation of New York. Page 445
[3] Warschauer (2010) Invited
Commentary: New Tools For Teaching Writing. Language Learning & Technology.
Page 3
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