Considerations in Developing Materials for the Teaching of Writing at the Pro-University Level

Abstract

English teachers are often confronted with the dilemma of choosing suitable teaching techniques to teach writing to their students. The problem is even more crucial in an English as a Second Language (ESL) context where the students have to cope not only with the difficulties of writing but also the additional problems of language acquisition. Should teachers provide rules for the students to adhere to, present models of writing for them to imitate, or give the students topics and let them express themselves freely? Is grammar the most fundamental aspect of a composition as some teachers seem to imply from their negative reactions to compositions with grammatical errors as compared to those with fewer or no such errors?

Researchers on composing in English as a First Language classes have come to various conclusions. Some researchers believe that students should be given a solid grounding in language while others feel that the fluent flow of ideas and the ability to manipulate written language are the two most important aspects of writing.