United Kingdom : Integrating Grammar into the Teaching of Paragraph Level Composition  

Oleh:

Ozbek, Nurdan

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 33 no. 1 (Jan. 1995), page 43.
Fulltext: Integrating Grammar into the Teaching of Paragraph-Level Composition.pdf (328.0KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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In his definition of writing, Bryne (1979) states that writing is transforming our thoughts into language. It is a very complex skill that requires both physical and mental activity on the part of the writer. According to Walters (1983:17) "writing is the last and perhaps most difficult skill students learn-if they ever do." Bryne expresses the same thing, arguing that writing is not easy nor spontaneous; it requires conscious mental effort. He divides the problems that make writing difficult into three categories. The first, he calls psychological, caused by lack of interaction and feedback between the reader and the writer. The second category consists of linguistic problems. Bryne states that in speech, grammar mistakes can be tolerated because of the spontaneous nature of the medium which prevents us from fully monitoring what we are saying-in particular, our sentence construction and the inter-connection of our sentences. In writing, on the other hand, we have to express ourselves in a clearer and more grammatical manner in order to compensate for the absence of certain features of spoken language, such as body language, prosodic features, and immediate feedback between the interlocutors. The third category consists of cognitive problems. Unlike speech, writing has to be taught through formal instruction. The organization framework for our ideas in written communication has to be mastered.

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