An Investigation of the Current Status of Teaching Composition Writing
This paper aims to look at the present situation of teaching composition writing in three states, namely, The Red Sea State, River Nile State, and Khartoum State. The study problem lies in that students face difficulties in writing a composition which are related to the content, organization and expression of composition writing. The research has adopted the descriptive method since it suits the nature and aim of the study. In order to carry out this methodology, the investigators used structured interviews of fifteen questions to obtain information from teachers of English at secondary schools in these states about composition writing and an observation checklist to observe what actually done by the teachers of English when they teach their students a composition lesson. The study comes up to very significant results. The most important ones are: students confront many and various difficulties when they attempt to write an English composition and that neither guided nor free composition writing can achieve the main objectives of teaching an English composition. Based on the study results, the study recommendations are suggested. The most significant ones are: composition writing should be as realistic as possible as it is a mean of communication and teachers should bear in mind that the two types of composition, guided and free, are different and that acquiring one doesn’t ensure improving the other since students will acquire what they have practised.
Bialystock, E. and Ryan, E. (1985). A metacognitive framework for the development of first
and second language skills. In D. Forrest- Pressley, G. MacKinnon, and T. Waller (Eds.)
Metacognition, Cognition and Human Performance. Vol. 1 (ppt 207 _ 252). Orlando, FL.:
Brooks, A. (1986). Language and Language Learning. New York. Harcourt, Brace and World.
Brooks, N. (1964) - Language and Language Learning. New York: Harcourt, Brace and
Francaise, G. (1996). Developing Writing Skills. Cambridge: Cambridge University Press
Geoffrey, et al. (1980). Teaching English as a Foreign Language. London: Henley and Boston
Gorman, T., and M. Walsleben (In press) (1979). Advanced Reading and Composition skills.
Englewood Cliffs, N.J.: Prentice Hall. (Prepublication version available from VCLA Book
Hedge, T. (2000). Writing. Oxford: Oxford University Press
Hedge, T. (1988). Writing. Oxford University Press
Hennings, D. (1986). "Remembering Foreign Language Vocabulary: Acoustic and Semantic
Parameters", Language Learning. 23:2
Hudson, H. and Imhoof, N. (1983). From Paragraph to Essay. Harlow: Longman.
Joseph O'Dengo (1980). Study Skills for Students of English as a Second Language. London,
Karen, G. (1983). Essay Writing. Oxford: Pergamon.
Krashen, S. (1984). Writing: Research, Theory and Applications. Torrance, CA: Laredo
Publishing Co., Inc.
Kress, G. (1989). Learning to Write. London: Routledge and Keg and Paul
Lawrence, Mary S. (1987). Writing as a Thinking Process. Ann Arbor: University of
Mc Laughlin, B. Rossman, T., and McLeod, B. (1983). Second Language Learning: An
information processing perspective. Language Learning. 33(2), 135 – 158
Raimas, A. (1985).،What unskilled ESL students do when they write: a classroom study of
composing’. TESOL Quarterly. 19/2: 229 – 58
Ross, W. et al. (1986). Writing and Skills. New York: Harcourt Brace Javanovich, Inc.
Samonte, AL. (1976). Techniques in Teaching Writing. RELC Journal I (1)
Sharwood- Smith. (1976). New Directions in Teaching Written English. Forum XIV (2).
Smith, F. (1982). Writing and the Writer. London: Heinemann
Tribble, Christopher. (1997). Writing. New York: Oxford University Press.
Zamel, V. (1983). 'Responding to student writing'. TESOL Quarterly. 16/2: 79 - 101.
John Langan. "EFL pointers". 2000. [online] www.mhbe.com
- There are currently no refbacks.
Copyright (c) 2020 English Language Institute Journal