Tompkins, Ch. 1: Teaching Children to Write

Tompkins, Ch. 1: Teaching Children to Write

This chapter sheds light on the process-based approach as a powerful tool for writing instructions. Unlike the product-based approach where the finished products are highly focused, the writing process emphasizes what a writer actually goes through when writing (Tompkins, 2008). Hallmarks of the process-based approach are prewriting, drafting of multiple versions of writing, ample revision through feedback, and most importantly the postponement of editing until the final stage of publishing (Tompkins, 2008). What I take from the process-based approach is the recursive process of revision. Writers can use this revision process to develop their ideas, not just polish their writing (Sommers,1982, 1994, as cited in Tompkins, 2008, p.7). Diaz-Rico (2008) noted, “The process is recursive; there is much back-and-forth work-drafting to redrafting, editing to redrafting, revising to redrafting, and so forth” (P.193). Through extensive writing practice, student will become more proficient self-monitor users, and in so doing they will get to skillfully personalize the process in accordance with their needs and the purpose of writing (Tompkins, 2008).

Response to Miyoung Noh

It was interesting to know that even young children not only can enjoy writing but also communicate using writing. I have also assumed that writing should be postponed until the students acquire the basic literacy skills to be effective. However, Miyoung's reflection signifies that above all, writing can be a mode of communication irrespective of letters. Young students might begin their writing in their brain tapping into their imagination. After that, literacy skills will provide a medium that can embody their imagination into writing. All in all, writhing is about our imagination, not about a set of rules and mechanics. That explains why process-based approach should be valued in writing instruction.  

Sources

Diaz-Rico, L. (2008). Strategies for Teaching English Learners. Boston: Allyn

             &Bacon

Tompkins, Gail E. (2008). Teaching writing: Balancing process and product. Upper

Saddle River, NJ: Pearson

Hello friends!

I can still vividly remember the first odd yet excited moment to listen to the sounds of English words and read exotic characters in a textbook in my early teens. That moment was the onset of my ongoing journey toward leaning English. With the competence in English, I hope to draw my own theory in teaching English, which can help better understand my students as second language learners. Writing is one of favorite areas; thus, I expect I will get some valuable insights and tips on teaching writing from this course.

As an English teacher, for over a decade I have mainly taught junior high school students who mostly intended to go abroad or go to foreign language high schools, highly sought after prestige schools in Korea. Since I took charge of test preparation courses, my classes were focused on getting higher scores on the standardized tests rather than enhancing students’ overall language proficiency, which contributed to draining my energy and withering enthusiasm as a language educator to a great extent. While working for the school, I took charge of designing a test-preparation course for the middle school 3^rd graders, which includes establishing a committee consisting of 5-6 teachers to consult over syllabus design, textbook selection, teaching manuals and other related administrative issues on a quarterly basis

 

My target teaching level is middle and high school students. I hope to be an expert guide for my students in their exploration second language learning.