How To Improve Writing Skills In English Pdf

Writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of variables simultaneously. Strong writing skills may enhance students' chances for success. Writing is an essential factor of language. Good writing skills are needed for all the students in order to accomplish their educational and employable requirements. Process Approach stresses writing activities which move learners from the generation of ideas and the collection of data through to the publication of a finished text. Process approach is learner-centered in which learners' needs, expectations, goals, learning styles, skills and knowledge are taken into consideration.

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ISSN: 2456-8104 http://www.jrspelt.com Issue 6, Vol. 2, 2018

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Developing Students' Writing Skills in English - A Process Approach

Ms. Satya Sri Durga and Dr. C. S. Rao

Developing Students' Writing Skills in English - A Process Approach

Ms. V Satya Sri Durga (satya14sri@gmail.com)

Teacher, Bhashyam High School, Hyderabad, India

and

Dr. C S Rao (csrv8@yahoo.co.in)

Professor of English, Hyderabad, India

Abstract

Writing is an extremely complex cognitive activity in which the writer is required to demonstrate

control of variables simultaneously. Strong writing skills may enhance students' chances for

success. Writing is an essential factor of language. Good writing skills are needed for all the

students in order to accomplish their educational and employable requirements. Process

Approach stresses writing activities which move learners from the generation of ideas and the

collection of data through to the publication of a finished text. Process approach is learner-

centered in which learners' needs, expectations, goals, learning styles, skills and knowledge are

taken into consideration.

Keywords: Language Development, Process Approach, Writing Skills

Introduction

Nunan says, "Writing is an extremely complex cognitive activity in which the writer is required to

demonstrate control of variables simultaneously. At the sentence level, these include control

of contents, format, sentence structure, vocabulary, spelling and letter formation. Beyond the

sentence, the writer must be able to structure and integrate information into cohesive and

coherent paragraph and text."

Strong writing skills may enhance students' chances for success (Alexander). In discussing the

significance of writing to learning, Suleiman also stresses that writing is an essential factor of

language. Any reading and language curriculum must think about the multidimensional nature of

writing in instructional practices, evaluation procedures, and language development.

Writing is one of the four skills –LSRW (listening, speaking, reading and writing) in language

learning. It is the system of written symbols, representing the sounds, syllables or words of

language, with different mechanisms - capitalization, spelling and punctuation, word form and

function.

ISSN: 2456-8104 http://www.jrspelt.com Issue 6, Vol. 2, 2018

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Developing Students' Writing Skills in English - A Process Approach

Ms. Satya Sri Durga and Dr. C. S. Rao

Generally, writing is very important that communication is transmitted more through writing

than any other type of media. So, Students need effective writing skills to meet their academic

needs and workplace requirements.

Students should improve their writing skills, for which teachers have to motivate them to have

good writing skills, by providing instruction in writing processes and rules of writing, such as

grammar rules and writing practice.

Rationale

Now-a-days, students are lacking writing skills as they spend most of their time in using their

equipped smart phones, and they depend on electronic devices or gadgets which provide instant

or readymade answers/results available in the internet. They use their valuable time in searching

what others are doing, instead of learning the language skills.

Naturally students, having good writing skills, are always successful at expressing their ideas and

reaching their goals. They should develop the writing skills for their multiple benefits and

success in life. The process of writing is to teach students how to write with coherence, an

appropriate grammar structure and an acceptable spelling.

The Importance and Need of Writing Skills

Harmer lays stress on the essentiality of the writing skill saying "The reasons for teaching

writing to students of English as a foreign language include reinforcement, language

development, learning style, and most importantly, writing as a skill in its own right".

JanetEmig described writing as "a unique mode of learning" involving the active

participation of both the left and right hemispheres of the brain. Researchers have agreed

that writing enhances thinking skills; the higher cognitive functions of analysis and synthesis

seem to develop most fully with the support of written language.

Writing is meant for conveying thoughts, ideas, and facts in easy and lucid language. Students

have to learn the art of good writing which is essential in order to excel at both academic and

professional levels. Good writing skills are needed for all the students in order to accomplish

their educational and employable requirements. The following are some of the reasons showing

the importance of writing skills:

ISSN: 2456-8104 http://www.jrspelt.com Issue 6, Vol. 2, 2018

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Developing Students' Writing Skills in English - A Process Approach

Ms. Satya Sri Durga and Dr. C. S. Rao

• To write technical documents, research papers, and put forth the right facts and

information.

• In searching and obtaining a job.

• To make presentations and reports, etc.

• For improving communication skills.

• For improving creativity, exploration, and essential for self-understanding.

Process Approach

Graham Stanley defines "the process approach treats all writing as a creative act which requires

time and positive feedback to be done well. In process writing, the teacher moves away from

being someone who sets students a writing topic and receives the finished product for correction

without any intervention in the writing process itself".

"Process Approach stresses writing activities which move learners from the generation of ideas

and the collection of data through to the publication of a finished text" -Tribble C

"Process writing evolved as reaction to the product approach". – Jordan

According to the above definitions, Process approach is learner-centered in which learners'

needs, expectations, goals, learning styles, skills and knowledge are taken into consideration.

Process Approach is one of the approaches, such as Lexical Approach, Literature Based

Approach, Grammar - Based Approach, Situational Approach, Structural Approach, Genre

Approach, Task-Based Approach, and Product Approach in developing the language learning

skills. Comparing to other approaches, Process Approach has more advantages. Developing the

language learning skills is not like the construction of a wall, but like the growth of a plant,

taking its own time. No skill can be mastered overnight. Process Approach involves eight

consecutive stages of writing strategies that enable learners to write freely and produce texts of

good quality.

Stages of Writing

"Writing is a process which involves several identifiable steps". – Merriwether

"The Process Approach focuses on the steps involved in creating a piece of work". – Nuan

ISSN: 2456-8104 http://www.jrspelt.com Issue 6, Vol. 2, 2018

_____________________________________________________________________________________

Developing Students' Writing Skills in English - A Process Approach

Ms. Satya Sri Durga and Dr. C. S. Rao

According to Steele, Process Approach involves eight stages - Brainstorming,

Planning/Structuring, Mind mapping, Writing the first draft, Peer feedback, Editing, Final draft

and Evaluation and teachers' feedback.

• Stage-1: Ideas are generated by brain storming and discussion in Stage-I

• Stage-2: Learners extend their ideas into a note form and judge quality and usefulness of

ideas.

• Stage-3: This stage helps learners make the relationship of ideas understandable-

organizing their ideas into mind map or linear form.

• Stage-4: In this stage, students prepare first draft in the classroom usually in pairs or

groups.

• Stage-5: Then drafts are exchanged for students' reading and responding from each

other's works. In this way, students develop an awareness of the fact.

• Stage-6: Considering the feedback of other students, drafts are improved with necessary

changes.

• Stage-7: Finally, students prepare the final draft with necessary changes.

• In Stage-8, the final draft is evaluated by the teachers providing a feedback on it.

Students get benefitted using this process approach as:

• Process Approach is learner - centered.

• Students can show their latent abilities in writing process.

• Learners build up their power of thinking and creativity.

• They understand the importance and value of developing their writing skills.

• They can concentrate on strategies and processes of writing with their own abilities

and potentials.

• They are enabled to reach their objective and purpose.

Conclusion

In conclusion, it is to realize that writing is an extremely complex cognitive activity in which the

writer is required to demonstrate control of variables simultaneously. Strong writing skills may

enhance students' chances for success. Writing is an essential factor of language. Process

ISSN: 2456-8104 http://www.jrspelt.com Issue 6, Vol. 2, 2018

_____________________________________________________________________________________

Developing Students' Writing Skills in English - A Process Approach

Ms. Satya Sri Durga and Dr. C. S. Rao

approach is learner-centered in which learners' needs, expectations, goals, learning styles, skills

and knowledge are taken into consideration. Students are benefitted using this process approach.

References

Ashok Sapkota, Developing Students' Writing Skill through Peer and Teacher Correction: An

Action Research

(Nepal English Language Teachers' Association (NELTA), ISSN: 2091-0487)

Chieko Onozawa, A Study of the Process Writing Approach-A Suggestion for an Eclectic

Writing Approach,

(RESEARCH NOTE: https://gair.media.gunma-u.ac.jp/dspace/bitstream/10087/7218/1/2010-

onozawa2.pdf)

Graham Stanley. (1993). Process Writing, British Council, Barcelona.

Galuh Nurrohmah, Improving Students' Writing Skill Using A Process Approach

(Https://Www.Researchgate.Net/Publication/)

Md. Kamrul Hasan & Mohd. Moniruzzaman Akhand, Approaches to Writing in EFL/ESL

Context: Balancing Product and Process in Writing Class at Tertiary Level

(Journal of NELTA Vol.

15 No. 1-2 December 2010)

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Edinburgh,

Harlow, England: Longman.

Richard Badger and Goodith White, A process genre approach to teaching writing

(http://eltj.oxfordjournals.org/ at Serial Record on March 5, 2016)

Sangamitra A, Sahul Hameed, Developing the writing skills in English of Students at College

Level–AProcess Approach,

(Volume 11, Number 1, 2016, http://www.ripublication.com)

Tribble, C. Writing. (1996). Oxford: Oxford University Press.

... It is also one of the most challenging skills to be mastered as it is taught from basic to complex. According to Durga and Rao (2018), primary ESL learners often encounter difficulties when conveying their thoughts in written work. Apart from that, short message system (SMS) is another hindrance that affects primary ESL learners' writing abilities. ...

... On this pertinent accord, a great number of ramifications leading to primary ESL learners' poor academic performance can be observed if their foundation in writing has not been firmly established (Moses & Maslawati, 2019). Moreover, some researchers on similar studies have examined that good writing skills are prerequisites for primary ESL learners not only to fulfil their educational requirements, but also employability at large (Khusnul, 2020;Moses & Maslawati, 2019;Durga & Rao, 2018). Likewise, Durga and Rao (2018) have thoroughly elaborated some of the functions emanating the essential of writing skills: 1) to submit technical documents or research papers, 2) for job applications, 3) to make presentations or reports, 4) to enhance social skills and 5) to boost imagination and discovery for self-understanding. ...

... Moreover, some researchers on similar studies have examined that good writing skills are prerequisites for primary ESL learners not only to fulfil their educational requirements, but also employability at large (Khusnul, 2020;Moses & Maslawati, 2019;Durga & Rao, 2018). Likewise, Durga and Rao (2018) have thoroughly elaborated some of the functions emanating the essential of writing skills: 1) to submit technical documents or research papers, 2) for job applications, 3) to make presentations or reports, 4) to enhance social skills and 5) to boost imagination and discovery for self-understanding. ...

... The correction from their friend and their teacher will help them to correct and evaluate their writing. [16] The procedures used by teachers have to give the solution for the students to use their opportunities to express their writing through WhatsApp. Even though they can ask their friend in individual chatting on WhatsApp. ...

... The development of these productive skills will provide us with provisions to read and understand what is visible and even hidden. (Rahman, Rani & Rasi, 2020;Durga & Rao, 2018). Exposing them to the writing process itself through various venues is an excellent way to reach this goal skills can be developed when the learners' interests are acknowledged and when they are given frequent opportunities to actually practice writing (Cole & Jay, 2015). ...

... For instance, e-rater is aimed to gauge both lower and higher degree components, classified under measures suchlike organization and improvement, vocabulary words, sentence structure, usage, technicalities, and approach. Rao and Durga (2018) claimed that writing is one of the four competencies -LSRW (listening, speaking, reading and writing) in language education. It is the coordination of written emblems, in lieu of the sounds, phonemes, with diverse processes -capitalization, spelling and punctuation, word structure and usefulness. ...

This study primarily aimed to investigate the core skills in English of grade six teachers in Marilao North and South District. It also examined the level of core skills of the teacher-respondents in reference to oral communication skills, written communication skills and ICT skills. A descriptive correlational method was utilized to evaluate the core skills of the teacher-respondents. It was found out that in both districts, the respondents regularly practiced English language as their medium of instruction. English is commonly used in terms of oral communication skills and written communication skills. The respondents mostly utilized ICT devices and technological tools in preparing basic compositions, presentations and class discussions. There was no significant difference in the teacher's assessment of the core skills as to oral communication skills when their sex and education were considered; however, there is significant difference in age and years of teaching experience. In terms of written communication skills, there was no significant difference when grouped according to demographic characteristics, except for age. With reference to ICT skills, there was no significant difference when sex and education were considered; however, there was a significant difference in age and years of teaching experience.

Sultan Singh

The intricate nature of written expression presents a difficulty for many students. Learning english as a third language is a difficult assignment. Expressive composing abilities in english can't be procured in proper learning measures. Yet, it needs remarkable endeavors made by the student. There are some broad procedures for development recorded as hard copy abilities. Do these systems are dealt with by the student for composing tasks? To discover the response to this inquiry the current examination was performed. This paper is a review report which was directed on secondary school understudies to examine the degree of expressive abilities and utilization of composing methodologies among them. The outcomes showed that understudies are very much aware of general methodologies and utilize the systems seriously during and after the assignment when contrasted with before composing tasks.

Ashok Sapkota

Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

This article presents the findings of an interventionist study designed to examine the effects of product and process approach to writing on learners' performance. Two ESL classes of United International University in Bangladesh participated in the study; initially one class was instructed to follow the method of writing of product approach, and the other received instruction on the process approach. Later a collaborative approach was adopted in both classes. Data were collected from the learners' performance in group works, discussions, observations of learners' strategy use, and from the end products. The findings indicate that the combination of product and process outperformed the presentation of the learners. There was corroborating evidence to support the view that the blend of both approaches tends to facilitate the learners to undertake a writing task to be developed. Finally, the advantages of using a product-process approach to gauging the effects of writing tasks are appraised.Key words: Teaching English writing; The process approach; The product approach; Incorporation of product process approach; Guided brainstorming; Top down approachJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 77-88Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4612

A. Sangamitra
M.A. Mohamed Sahul Hameed

The paper titled "Developing the writing skills in English of Students at College Level – A Process Approach" begins with an introduction on the importance of effective writing skills in English for one's academic and professional prosperity, and moves with the definition of 'Process Approach', and a discussion on the various approaches in developing the language learning skills in English. It describes the seven stages of writing in process approach and highlights its advantages in honing the writing skills in English. This paper ends with some innovative suggestions on how this approach could be used to successfully serve the purpose.

A Study of the Process Writing Approach-A Suggestion for an Eclectic Writing Approach

Chieko Onozawa

Chieko Onozawa, A Study of the Process Writing Approach-A Suggestion for an Eclectic Writing Approach, (RESEARCH NOTE: https://gair.media.gunma-u.ac.jp/dspace/bitstream/10087

Language teaching methodology: A textbook for teachers