TEACHING WRITING: A LOOK AT PURPOSES, WRITING TASKS, AND IMPLICATIONS

Abstract

In teaching students to become better writers, we often select and use writing tasks from language textbooks as one of the main teaching resources. Textbook writers are influenced by theoretical developments in writing pedagogy when developing writing tasks. Therefore, in selecting writing tasks for our students, we need to understand their pedagogical assumptions so that we will be able to evaluate the different purposes and limitations of these writing tasks. In discussing some of the limitations of writing practices and tasks which focus on language, rhetorical forms, and communicative competence, the writer hopes to convince teachers to teach writing as a discovery and thinking process by adopting tasks which stress students' personal growth and cognitive development.