The application of genre based approach in teaching writing skill at tran mai ninh secondary school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING THE EDUCATION AND TRAINING CENTER OF THANH HOA CITY INITIATIVE THE APPLICATION OF GENRE-BASED APPROACH IN TEACHING WRITING SKILL AT TRAN MAI NINH SECONDARY SCHOOL Writer: Phạm Thị Hồng Vân Position: Teacher School: Tran Mai Ninh Secondary school, Thanh Hoa city Subject : English THANH HOA YEAR 2017 TABLE CONTENT Trang INTRODUCTION 1.1 Reasons for choosing the topic 1.2 Aims of the research 1.3 Scope and research methodology MAIN CONTENT 2.1 Theoretical background 2.1.1 The definitions of genre 2.1.2 Genre-based approach 2.2 Practical background 2.3 Solutions and methods for implementation 2.3.1 Solutions 2.3.2 The tasks, objects and time for research 2.3.3 The methods for implementation 2.3.4 Some demonstrations for research 10 RESULTAFTER APPLYING THE RESEARCH 17 CONCLUSION 21 REFERENCE BOOKS 22 1.INTRODUCTION 1.1 REASONS FOR CHOOSING THE TOPIC For such a long time, writing, together with reading, has always been put priority The product approach, the process approach and sometimes the productprocess approach towards writing have been implemented in Tran Mai Ninh Secondary School where I am currently working as well as in many other secondary schools in Vietnam However, most students find writing struggling, and many of them don’t meet the writing requirements Moreover, many students in Vietnam cannot make distinction between different kinds of texts This may result from traditional teaching method which focus on grammar, and writing is sometimes taught at sentence level The genre-based approach towards teaching writing, in fact, has been implemented in many other countries for the last few decades; however, it is still new to Vietnamese teachers I find genreapproach really interesting and I am really interested in trying out the new teaching approach to writing with the hope that I will help my students improve their writing skill The motivation behind this research proposal comes from the researcher’s personal observations new approach to teaching writing she has learnt during a course on Professional Development for Vietnamese teacher trainers in RELC, Singapore The goal of this study is to examine whether genre-base approach to writing instruction would help improve the quality of students’ writing and overcome their writing difficulties The recount genre is chosen to keep the instruction relevant to the grade ten and eleven students who were the subject of the study The research proposal focus only on the effectiveness of genre approach to teaching recount writing, and it designed to investigate the following questions: What is the quality of my students’ recounts? What problems my students encounter when they write recounts Does using genre-based approach help improve the quality of my students’ writing when they write recounts? As a teacher of English at high school, I myself always desire to find out and apply the new methods of teaching in order to meet the educational goal From my own experiences, I finds this area important for further research because if the study proves the successful of genre-based approach in teaching recount writing, it will be a basic to investigate the effectiveness of this new approach towards teaching writing and other skills This project seeks to investigate the effectiveness of the genre-based approach on teaching recount writing for students in grade 6th and 9th at Tran Mai Ninh secondary School, Thanh Hoa province, Viet Nam The findings in this study are mainly based on data collected from students’ writing samples before and after teaching sessions The writing samples will be analyzed based on raters’ checklists and then compare with the holistic analysis done on five sample compositions * Survey results before applying genre-based approach in writing Class 8A ( 40 students) Very good students = 5% Good students = 15% Average 22 students = 55% Weak 10 students = 25% 1.2 AIMS OF THE RESEARCH To introduce how to apply the genre-based approach in teaching writing at high school - To introduce the advantages of the application of genre-based approach in teaching writing - To explore the effectiveness of the genre-based approach to teaching recount Writing - To assess the quality of students’ writing as well as finding out the problems they encounter when they write recounts and most importantly, the effect of the genre-based approach on the overall performance of students when they write recount texts - To make easier for students to produce acceptable structures in their writing tasks Therefore, an assigned genre seems to serve as an influential tool for both the learning and teaching of writing (for both students and teachers) To encourages students to participate in the world around them, to comprehend writing as a tool that they can utilize, and to realize how writers manage content to promote logical organization It also allows students to become more flexible in their thinking and eventually to realize how authors organize their writings 1.3 SCOPE AND RESEARCH METHODOLOGY *Scope: Researching in the process of teaching English at Luong Dac Bang High school * Research methodology: making survey, reading reference books, applying in teaching, observing and drawing out experiences MAIN CONTENT 2.1 THEORETICAL BACKGROUND 2.1.1 The definitions of genre As this lesson focuses on the genre-based approach, it’s necessary to understand the concept of “genre” What is genre? For Callaghan and Rothery, “genre is the way people make meaning with one another in stages to achieve their purposes.” (1993:35) Genre has the special characteristics as follow:  It is culture specific, and it develops and changes along with the culture  It is goal-oriented  It has distinctive stages: beginning, middle and end  It contains particular linguistic features According to David Butt et al (1995), genre, which relates to the purpose of the text, is one of the contexts of a text The other context is register, which is made up of three variables: field, tenor and mode Field refers to what is talked about or written about It can be something that happened, is happening or will happen Tenor is the relationship between the writer and the reader or between the speaker and the listener Mode is the channel of communication, the kind of text that is being made to convey a message “Genre” refers not only to types of literary texts but also to the predictable and recurring patterns of everyday, academic and literary texts occurring within a particular culture (Hammond and Derewianka, 2001) In the western countries, genre, either spoken or written, is often identified/grouped according to its primary social purposes According to Swale (1990) the genres which share the same purposes belong to the same text-types Derewianka (1990) identified further six main genres according to their primary social purposes: + Narratives: tell a story, usually to entertain + Recount: to tell what happened + Information reports: provide factual information + Instruction: tell the listeners or readers what to + Explanation: explain why or how something happens + Expository texts: present or argue a viewpoint + Procedure: give instructions how to do/ make something These social purposes of the text-genres in turn decide the linguistic inputs of the text (i.e their linguistic conventions, often in form of schematic structure and linguistic features) Specifically, schematic structure refers to internal structure or text organization of the text-type in forms of introduction, body and conclusion, while language features consist of linguistic aspects such as grammar, vocabulary, connectors, etc that the writers have to use in order to translate information/ideas into a readable text 2.1.2 Genre-based approach The genre-based approach to teaching writing is often referred to the Curriculum Genre or Curriculum Cycle According to Hyon, “genre-based pedagogy, in all form, involves some kinds of classroom consideration of genres and the contexts in which they are found.” (1996: 697) In “Exploiting How Texts Works” (1990) Beverly Derewianka described the curriculum cycle, which includes four stages: Stage 1.Building the Field: This gives the students time to gather information about what they will be writing Teacher can introduce the text type by discussing the words connected to the text type, planning some activities to familiarize the students with the subject matter and the text type and locating sample texts for immersion and modeling This stage, such activities are listening, speaking, reading, information gathering, note taking, and field trips can be organized This stage ties in perfectly with Units of Inquiry The students are already familiar with Unit, the concepts, and the vocabulary Stage Modeling the Text Type: This stage aims at preparing students for the next stage Teacher explicitly introduces a model that is similar to the one to be written later as a joint construction by the class The teacher may get students to discuss the purposes for the use of this text in the society/daily lives Students have the chance to become familiar with the purpose, overall structure of the text, and linguistic features of the text type they are going to write Stage Joint Construction: Before students write independent texts, it would be useful for them to participate in group writing A text may be jointly constructed by the whole class, a group of students or the teacher and the students write a text together, considering both the content and the language Stage Independence Writing: Students write on their own texts on a related topic based on which had been given or discussed Each student chooses his/her own topic and writes drafts, referring to the models Then, the students consult with the teacher or their peers and receive their comments Editing and publishing are the final steps 2.2 PRACTICAL BACKGROUND Writing skill is seemed to be difficult for all students in learning foreign language at high school According to me, the difficulties include those in generating and organizing ideas using an appropriate choice of vocabulary and putting such ideas into an intelligible text For my students, besides these difficulties, they also have to face many other obstacles when learning to write compositions in English.The first difficulty rests in the fact that English in Vietnamese secondary schools nowadays is treated primarily as a compulsory subject for studying and for exam-driven purposes rather than as a tool for communication Students have been asked to the multiple choice tests on their final exams, which include several sections on grammar, vocabulary, reading comprehension and writing In the writing section, students are asked to “rewrite” some sentences in another way but keep exactly the same meaning as the given ones They are also asked to repair word order in jumbled-word sentences or fill in the blanks with the suitable verbs or verbal phrases As passing exams is vital for students’ lives, most of the time in class, a large number of teachers may be in more favor of teaching such writing skills to help their students pass the exams Secondly, the “so-called” teaching writing approach of composition deployed by teachers at present may expose some difficulties for students in the performance of the compositional writing skills In terms of teaching English paragraphs, most of the teachers just focus on providing their student writers with vocabulary relating to the required topic and some guiding questions in order to help them shape their ideas into the completed paragraphs Teaching writing in this way only benefits them to an extent that it can assist them in producing the error-free texts following the models of correct language In addition, there was a tendency among Engish teachers in secondary schools to ignore teaching writing Teachers provided students with less opportunity to practice writing English In other word, the English teachers in general were more concentrate on teaching skills such as reading and listening , and language components such as vocabulary and grammar In short, writing classes at secodary school nowadays are still predominantly language-based writing classes that focus on sentence writing for sentence building tests, rather than focusing on creating paragraphs to serve the purpose of plurality of real readers outside the classroom context 2.3 SOLUTIONS AND METHODS FOR IMPLEMENTATION 2.3.1 SOLUTIONS - Teacher should know the both advantages and disadvantages of the application of genre-based approach in teaching writing English as well as solutions to their problems - In order to apply the genre-based approach in teaching writing, teacher will need to the following steps: Planning Drawing up a syllabus Selecting material Preparing activities Evaluating the teaching - Teacher should minimize the difficulties in teaching writing, the exercise of writing is not directly writing paragraph or composing the text It can be started by writing sentences Students should be able to construct the sentences, overcome problem with sentence and write connected sentences - After the students have the ability to construct the sentences, the writing exercise is increased by giving experience to the students to write paragraph, the text or the whole text This activity will have students to become independent writers - Teacher should be interested in teaching writing, because their suggestion instead that paying attention to what students say will show an improvement in writing 2.3.2 METHODS FOR IMPLEMENTATION DATA COLLECTION PLAN a Participants: Fifty five students of Class 8A at Tran Mai Ninh Secondary School, Thanh Hoa city were invited to take part in an experimental writing class in which I used the genre-based approach in teaching writing English in order to teach the student (participants) to write on the recount text This extracurricular writing activity was conducted outside their regular class hours in order to offer the student participants a lot of opportunities to practice more in the writing skills I saved time because I took the existing recount writing samples of the students to analyze b Methodology The researcher intends to use qualitative method to analyze students’ writing samples before and after the teaching sessions in two different ways - The first way is to use rater’s checklist (see appendix 1) A rater’ checklist that highlights the features to be assessed is devised by the researcher It is taken from a page from Oxford University Press The students’ writing samples will be collected and given to two raters for assessment Neither of them knew which sample are the existing writing samples and which ones are collected after the teaching sessions Both of them are high school teachers who are familiar with the marking scheme for writing - The second way is to use holistic rating of writing samples (see appendix 2) This holistic assessment is based on the recount rubric of Department of Education and Children’s Service, Government of South Australia In this ways the writing samples of students will be assessed based on three main categories: structure, grammar and writing features, and they will be classified as weak, average, good or very good depending on how they meet the demand of the criteria c Data collection procedure Prior to the teaching sessions using genre-based approach to teaching, I will collect five existing writing samples of five grade ten students at random I intend to teach students on recount writing based on genre approach in four lessons Four ninety-minute lessons will be taught during the treatment period, probably starting in February, 2015 The students were taught at sometime outside their normal curriculum time The lessons are planned to progress in this order: Lesson 1: Building knowledge of the field Lesson 2: Modeling the text Lesson 3: Joint construction Lesson 4: Independent construction After the teaching treatment, I asked students to write a recount, and then I collected five writing samples from the same students whose writings were collected previously The writing samples was assessed by the two raters and I based on the rater’s checklist and the holistic assessment table 2.3.3 Data analysis I planned to analyze the data in order to answer the three questions: What is the quality of my students’ recounts? What problems my students encounter when they write recounts? Does using genre-based approach help improve the quality of my students’ writing when they write recounts? When the raters finished their checklist, if the results were too different, the researcher would ask the two raters to work together to compare and make the final decision I intended to answer the questions based on both the results of the rater’s checklists and the holistic assessment 10 Based on the checklists and the holistic assessment on the students existing writing samples, I found the answers for the first and second questions I would assess the quality of each student’s recounts before teaching sessions as well as the general quality of all the student’s recounts The same thing is done with the writing samples collected after the teaching sessions, and based on that, I would assess the quality of each student’s recounts after teaching sessions as well as the general quality of all the student’s recounts 2.3.4 Some demonstrations for the application of genre-based approach in teaching writing English Model 1: a sample for writing a paragraph UNIT PERIOD: 76 NATURAL DISASTERS SKILLS ( Part: Writing ) A OBJECTIVES: By the end of the lesson, Ss can: - Listen for general and specific information about natural disaster in a news report - Write a new report on natural disaster B AIDS: Posters, pictures C TEACHING AIDS: TV programmes, textbook, hand outs, pictures… D PROCEDURE: Teacher’s Activities Stage 1: Building the field Student’s Activities - Work in groups Activity 1: Show some pictures of natural disasters - Look at pictures and answer the questions - - Ask students to answer - Lead in the advantages and disadvantages of the 11 television Stage 2: Modeling the composition text Activity 2: Read the paragraph about a natural disaster and answer the questions - Listen to the teacher Nghe An province was badly affected again when a typhoon hit the area last night The storm began at around 11p.m and raged throughout the night Dozens - Read the text about natural disaster of people were seriously injured and hundreds of others wereleft homeless The severe winds caused extensive damage to property, including homes and business, particularly in Cua Lo, a coastal town in nghe An The storm had already weakended by the time emergency workers arrived in the area Rescue operations have started and many people trapped in collapsed or damaged buildings have been freed Workers are now clearing up the debris left behind by the severe storm The government has already sent rescue equipment to Nghe An, as well as food and medical supplies People left homeless have been taken to safe areas, where temporary accommodation will be built to house them The weather bureau has issued flood warnings for Nghe An and nearby provinces as heavy rain is expected to continue over the next few days Questions: What is the text about? What type of the natural disaster ? Where and when did it occur ? What are the effects of this disaster ? What has been done to help the victims of the disaster? - Answer the questions It’s about a natural 12 - The paragraph is a text presenting an issue It can be a spoken or written text of such kinds as a speech, an advertisement, a review, … * Introduction: giving the name of the disaster * Series of argument: - where and when it occured - The effects - Rescue activities * Conclusion: reaffirming the general issues - Ask students to find out emotive words, connectors, that are used in the text disaster Storm in Nghe An province last night Dozens of people were seriously injured and hundreds …………in Cua Lo, a coastal town in nghe An ………… Activity 3: Study the texts again and find out emotive - Listen to the teacher words and connections that are used in the text - Write down - Ask students to first then giving feedback - Work in pairs to find - Give students a chart and explain to them the form of a exposition out emotive words, connectors that are used in the text Type of natural disaster What is this disaster? When and where did the disaster occur? What are the effects of this - Listen to the teacher - Write down disaster? What has been done to help the victims of the disaster? *Language features: - Use the simple present tense for timeless statements & current fact - Use of words that express feelings (emotive words) - Use of words that show the writer’s attitude - Use of words that link cause and effect *Features of a good argument: - Clear point of view - Generalizations/ reasons to support argument - Evidence to prove or support 13 - Cause and effect Stage 3: Joint Construction Activity 4: Discussion Group 1+2 : - Work in groups Group 3+4: - Discuss the natural Group 5+ 6: disaster - Divide the class into groups and ask them to discuss then complete the table below - Useful structures: Stage 4: Independent construction + Provide Sb with St / Activity 5: Write a paragraph about the advantages and disadvantages of one the mass media discussed in Provide st for sb + make someone/ activity something + - Ask students to write individually adjective: - Move around to conduct the activity + result in… Activity 6: Correcting - Introduces peer correction if time allowed + cause extensive damage to … - Pick up some writings to correct in front of the class + bes badly/ - Give marks seriously affected Homework: - Ask students to the writing part in workbook and … - Share ideas with prepare new lesson at home other groups - Write a paragraph individually - Peer correction - Listen to the teacher - Do homework Model 2: a sample for writing a paragraph UNIT 11: Science and technology PART: WRITING ( Skills ) (WRITING ABOUT THE ADVANTAGES AND DISADVANTAGES) I OBJECTIVES 14 By the end of the lesson , students will be able to : - Understand the social functions and the typical generic structures of a procedure - Write a paragraph about advantages and disadvantages of robots II METHOD: Integrated, mainly communicative III TEACHING AIDS: TV programmes, textbook, hand outs, pictures… IV.PROCEDURE: Teacher’s Activities Stage 1: Building the field Activity 1: give a picture of robot and ask students the questions Student’s Activities - Work in groups - Look at pictures and answer the questions What is this ? What is this ? Do you want to have a robot at home ? Why? Why not? Do you want to have a robot at home ? Why? Why not? - Ask students to answer - Lead in the advantages and disadvantages of - Listen to the teacher robots Stage 2: Modeling the composition text Activity 2: Read the text about advantages and disadvantages of robots and answer the questions I disagree with the idea that robots will only bring benefits to people in the future Robots will also have - Read the text about the advantages and disadvantages of TV some negative effects Firstly, they will be very expensive and we will spend too much money buying and fixing them Secondly, robots in factories will be able to everything the workers do, therefore robots will make them jobless Thirdly, robots in our homes 15 will all the housework for us, so we will become lives - Answer the questions It’s about the disadvantages of using robots Questions: There are lazy and inactive In short, robots will many things for us, but they may not improve the quality of our What is the text about ? How many main ideas are there? What is used at the beginning of each main idea ? adverbs They are Firstly, Secondly and Thirdly There are How many parts are there in a paragraph ? - A paragraph is a text presenting one side (for or against) of an argument to persuade the reader or listener It can be a spoken or written text of such kinds as a speech, an advertisement, a review, an argument… * Introduction: giving the writer’s point of view * Series of argument: convincing readers * Conclusion: reaffirming the general issues - Ask students to find out emotive words, connectors, that are used in the text Activity 3: Study the texts again and find out emotive words and connections that are used in the text - Ask students to first then giving feedback - Give students a chart and explain to them the form of a exposition Expositions ↕ - Listen to the teacher - Write down - Work in pairs to find Conclusion out emotive words, Reaffirming general issues connectors that are used Introduction Writer’s point of view (+ a preview Arguments Paragraphs with topic of the argument/ a sentences+ in the text question or emotive Emotive words: most, a 16 emotional words statement) *Language features: - Use the simple present tense for timeless statements & current fact - Use of words that express feelings (emotive words) - Use of words that show the writer’s attitude lot of, especially, very, almost, too much, only… * Connectors: - Firstly/ Fisrt / To begin with / first of all,… *Features of a good argument: - Secondly / Besides, Moreover / Alternatively/ - Clear point of view … - Generalizations/ reasons to support argument - Finally / Last but not least / … - Use of words that link cause and effect - Evidence to prove or support - Cause and effect Stage 3: Joint Construction - because , however, so, although, in addition… Activity : Discuss the advantages and disadvantages of using robot labour Group 1+2 : Discuss about the advantages - Listen to the teacher Group 3+4: Discuss about the disadvantages - Write down - Divide the class into groups and ask them to discuss then complete the table below Introduction - Argument (advantage) Firstly/ Fisrt / To begin with / first of all,… - Argument (advantage) Secondly / Besides, Moreover / Alternatively/… - Argument (disadvantage) - Finally / Last but not least / … Conclusion In conclusion, To sum up, On - Work in groups 17 balance, In short,… Guide students to and then ask them to share ideas with other groups - Discuss the advantages and disadvantages of using robot labour complete the table - Ask students to pay attention to the basic structures used in the table - Useful structures: - Move round to help if necessary - Correct if necessary Stage 4: Independent construction Activity 5: Write a paragraph about the advantages and disadvantages of one the mass media discussed in activity - Ask students to write individually - Move around to conduct the activity Activity 6: Correcting - Introduces peer correction if time allowed - Pick up some writings to correct in front of the class - Give marks + help/encourage someone to something: help us to learn, encourage us to buy + make someone/ something + adjective: make things memorable, make them jobless, make us passive, make us become lazy and inactive Homework: - Ask students to the writing part in workbook and prepare new lesson at home - Share ideas with other groups - Write a paragraph individually - Peer correction - Listen to the teacher - Do homework RESULTS AFTER APPLYING THE RESEARCH After about three months applying this research in teaching writing English at Tran Mai Ninh Secondary school, I have got some satisfactory results First, my students generally appreciated the models or examples showing specifically what they have to linguistically Studying a given genre also provided them 18 with an understanding of why a communication style is the way it is through a reflection of its social context and its purpose Moreover, this research helped students form a kind of background knowledge and they could activate in the next learning situation After learning writing English in genre-based approach, students can write better I compared two writings of a student, I found that he could correct some errors she made in the first writing, communicating intentioned sufficiently and effectively The ideas were well- organized with coherence and clarity They used and controlled of grammatical structures better ( as detailed in the following tables) * Survey results after applying genre-based approach in writing Class 8A ( 40 students) Very good students = 15% Good 14 students = 35% Average 18 students = 45% Weak students = 5% Below are two writings of each student: 19 Student 1’s writings Before applying genre-based After applying genre-based 20 Student 2’s writings Before applying genre-based After applying genre-based 21 CONCLUSION AND RECOMMENDATION 4.1 Conclusion In short, this writing review suggests that the genre approach works best when it is joined with the process approach In the combined process called the process-genre approach, the final artifact is created through a sequence of several activities undertaken after students understand the structural and linguistic features of a particular situation as reflected in a text Students’ steady progress is expected to come out of teachers’ facilitation with regards to the appropriate input of knowledge and skills at different stages Therefore, if the process and genre approach are balanced in the curriculum, students will better improve their writing skills through experiencing a whole writing process as well as realizing the social functions of genres and the contexts in which these genres are used The genre-based approach can be effective in helping students in my school to learn the organizational structure as well as linguistic features of a certain genre Together with the process approach, the genre approach can contribute to amplifying students’ writing potentials Surely, this research can not avoid having limitations and making mistakes I hope it will be helpful for teaching writing English at my schoo as well as at other secondary schools 4.2 Recommendation Through practical teaching and performing this subject I would like to propose a number of the following: - The textbook should be reduced to allow teachers more time for checking students’ writings - Form of assessment and examinations should be improved, the test subject does not have much exercise test, as this will not assess skills "Speaking, Writing" The students Thereby limiting dependence, lazy students to gain the knowledge, skills, vocabulary that help students self evaluate their true level These are innovations that I have boldly applied in teaching writing for students to improve the quality of assessment in particular, and the quality of teaching in general I hope to receive many comments of colleagues to my teaching initiative 22 Confirmation of the principal (approved by) Thanh Hoa city, March 29th, 2017 I assure this is my writing assignment, not copying the contents of other people Written by Phạm Thị Hồng Vân REFERENCES 23 Callaghan, M & Rothery, J (1993) Teaching Factual Writing - A Genre Based Approach David, B et al (2000) Using Functional Grammar An Explorer’s Guide Sydney National Centre for English Language Teaching and Research Devewiana, B (1990) Exploiting How Texts Work, Sydney: Primary English Teaching Henry, A., & Roseberry, R L (1998) An evaluation of a genre-based approach to the teaching of EAP/ESP writing TESOL Quarterly, 32, 147-156 Hyon, S (1996) Genre in three traditions: Implications for ESL TESOL Quarterly,30, 693-722 Hyon, S (2001) Long-term effects of genre-based instruction: a follow-up study of an EAP reading courses English for Specific Purposes, 20, 417-438 Hyon, S (2002) Genre and ESL reading: a classroom study In A M Johns (Ed.), Genre in the classroom: Multiple perspectives (pp 121-141) Mahwah, NJ: Lawrence Erlbaum Mark, A & Kathy, A (1997) Text Types in English 1, Macmillan Education Australia, PTY LTD Pang, T (2002) Textual analysis and contextual awareness building: a comparison of two approaches to teaching genre In A M Johns (Ed.), Genre in the classroom: Multiple perspectives (pp 145-161) Mahwah, NJ: Lawrence Erlbaum 10 Rothery, J (1986) Working Papers in Linguistics, Writing Projects 4, University of Sydney, Linguistic Department 24 ... genre- based approach in teaching writing at high school - To introduce the advantages of the application of genre- based approach in teaching writing - To explore the effectiveness of the genre- based approach. .. application of genre- based approach in teaching writing English as well as solutions to their problems - In order to apply the genre- based approach in teaching writing, teacher will need to the. .. following steps: Planning Drawing up a syllabus Selecting material Preparing activities Evaluating the teaching - Teacher should minimize the difficulties in teaching writing, the exercise of writing