Process-based writing workshop

책 소개

Writing is a cognitive activity which involves a multitude of skills such as brainstorming, reflecting, planning, organizing, and drafting (Hyland, 2003). Many students either think or say that they do not want to write because they lack confidence (Harmer, 2007). Among activities based on the separated-skill approach, elementary school students show the lowest interest and the highest burden of learning in writing activities (Lee, 2003). Thus, it imposes responsibility on ESOL or EFL teachers who need to implement best strategies for their students to do writing process activities to improve their performance in writing as well as to feel less anxiety (Kim, 1998; Kim, 2008; Choi & Hong, 2008). Researchers and English teachers have investigated the ways to boost students’ writing ability. One of them is to employ the writing process. The writing process is an approach to incorporating writing skills from the beginning of English learning process. In this approach, English teachers can provide chances for learners to develop workable strategies for getting started, for drafting, and for editing. This type of writing strategies has been an issue for researchers to pay much attention to teaching writing to second or foreign language learners. Writing workshop can be used by English teacher to implement the writing process (Atwell, 1998; Callkins, 1994; Overmeyer, 2005). It includes reading aloud, minilessons, independent writing, and sharing. According to Callkins (1994), students write about what’s vital and real for them during the writing workshop. At the same time, the teacher’s role changes from being a provider of knowledge to serving as a guide. Self-selection, ownership, self-monitoring, feedback, and individualized instruction are hallmarks of writing workshop (Atwell, 1998). During the writing workshop, students are active participants because they choose the direction their writing will take, monitor their writing processes, and turn to classmates and the teacher for guidance. There have been researches on the writing process which implement cooperative writing instruction (Choi & Maeng, 2014), genre-based written activities (Lee, 2008), graphic organizer (Choi, 2008; Shim, 2007), reading aloud of nonfiction picture books (Dorfman & Cappelli, 2009), and written corrective feedback (Cho, 2016). These studies are related to writing workshop from part to whole, which involves graphic organizer on the stages of reading aloud and independent writing, genre-based written activities and nonfiction picture books on the stage of reading aloud, cooperative writing activities and corrective feedback on the stages of independent writing and sharing. The writing workshop activities used in those studies drew students’ interest and active involvement that can help improve their writing ability. Therefore, this book aimed to implement writing workshop in writing for students who are allowed to express and communicate their ideas, images, feelings, and information to share with others while imposing the least burden of learning on writing activities. Unlike writing workshop activities, most types of writing tasks in the English textbooks involve copying letters, words, or sentences and fill-in-the-blanks using words provided (Kim, 2008). The tasks have limitations in that they do not have students create new meaning using their own individuality and as a result do not exercise ownership and control of learning. Thus, effective English writing activities to attract students’ attention to, lower the burden of writing, and boost their confidence in writing should be investigated and developed. This book does not only deal with the writing process approach, but also writing workshop to implement the writing process. Additionally, process-based writing workshop can be a strategy to teach writing that can ease students’ anxiety about written work and help encourage them to improve their writing abilities.

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