ABSTRACT

This article discusses two schemes for teaching writing in schools. One uses analysis of model texts into techniques and devices then application of these by students to their written compositions and one uses a process approach that includes pre-writing and exploring, drafting, sharing and discussing, revising and celebrating to exploit students’ procedural knowledge of language at all levels of description. It argues that the process approach is more effective in facilitating the development of students’ writing skills than the analysis-and-application methods currently adopted in secondary schools. It concludes that as the process approach is more effective, it will replace analysis-and-application for teaching writing.

摘要

本文讨论了学校写作教学的两种方案。一种方法是将示范文本分析成技术和设备，然后由学生将这些应用到他们的书面作品中，另一种方法是使用一种过程方法，包括预写和探索、起草、分享和讨论、修改和庆祝，以利用学生的程序性知识描述所有级别的语言。它认为过程方法在促进学生写作技能的发展方面比中学目前采用的分析和应用方法更有效。它的结论是，随着过程方法更有效，它将取代分析和应用教学写作。