As with other higher at the intermediate level, a
particular challenge in teaching a writing course consists of different levels
of skills possessed by students in a single course, or simply the low level of
proficiency in the courses language. In many writers, it is believed that
students who have taken more or less the same courses, should have the same
level of proficiency for assignment writing or dissertation writing, or is
expected at this stage of their studies students and "know how to use the
grammar of the language.” Typically, however, students bring to the
classroom a wide range of levels, skills and experiences. It is important
to understand that even after a relatively short period in which many students
have been studying and practicing writing in college, are still inexperienced
writers. The course of writing, however, not all reach the same level of
competition, but to ensure that all progress in their development as writers.
Determine the goals of a writing course can be difficult
because there are many aspects of writing to be taken into account. The
writing includes study of various genres (e.g., essay, narrative, etc.) and
different levels of analysis (for example, the phrase, sentence, paragraph, to
name a few). Many times, gender is determined by the text book that has
been chosen for the course. For example, given a text book can be
structured so that each chapter required students to write a different kind of
text. So, your assignment writing or dissertation writing would begin with
the narrative, then the descriptive text, and then continue with the
development of opinions, then a newspaper article, and so on. The
disadvantage of this type of education is that it can be difficult for a
student to improve in a text type, when the genre being studied changes every
two weeks. Furthermore, it is unclear what the educational value is when
you have to teach students to write something that might be of little use at
the time or in the future or of little personal interest.
A quick check on the texts of composition shows that many
of this focus on high-level linguistic contexts, such as writing or organizing
paragraphs complete compositions. Few of these texts focus on the
construction of phrases and sentences apart from other aspects such as grammar
or spelling. Without any pedagogical intervention, students often continue
to produce phrases and sentences that lack a correct syntax or the type and
amount of description is important for an intermediate level, for example.
The lack of details in the writing of students may be due
to lack of interest in their own compositions. Unfortunately, the book text may
contribute to this lack of interest when providing interesting topics on which
to write. The typical composition book is based on lectures presented by
different genres will be studied. These readings are followed by
comprehension questions and those that generate discussions so that
subsequently serve as a theme for the compositions of students. Often, the
topics of these readings are similar to those that students have seen since the
beginning of their studies: college life, music and people, how to make
friends, and so on. Not to say that these topics are not interesting, just
that they can be overused, or at least are not always presented in a way that
will attract the attention of students. The solution probably even
demanding would be to compile readings that agreed with the interests of the
students the teacher. Another favorable option would be to use the
experiences of students outside the classroom-perhaps the context of those
extra-curricular activities that lead to the provision of services in the
community, instead of a written text as a basis for discussion. The fact
that you are allowing students to express and relate their experiences through
writing, results in their compositions more interesting and, most important to
them, from acquiring a real purpose.
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