LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 10 October 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Copyright © 2011
M. S. Thirumalai
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Teaching Writing -
Shifting the Focus from Semantics to Thematic Studies

V. Vasanthi, Ph.D.

Introduction

Teaching Writing is perhaps the most challenging of all the cumbersome tasks a language teacher carries out in a class room. It is challenging due to the fact that fumbling for words is a common phenomenon both among students and well learned people alike in some instances. It needs a lot of motivation, innovation and a new approach to shift this process from a superficial level to a deeper one. This research paper proposes to identify some common and traditional practices followed widely, acknowledging their merits and listing their demerits and proposing a new approach to this problem.

Teaching is an art and every teacher is unique in his approach and chooses to go about the process in his own way. A teacher often explores various methods, experiments many theories and finally chooses and follows some best practices in the process. But there are some common principles or practices which every teacher incorporates consciously or inadvertently to make a beginning. These practices can be called as those basic and fundamental practices which cannot be done away with and it is only after these, innovations can be brought in.

This research article will trace these processes carefully and analyse those different stages which carry the process beyond accounting for success and where the training apparently fails and succumbs owing to several reasons. The reasons for the failure may be not necessarily attributed to the teacher and there may be other factors like disinterest on the part of students owing to their physiological and psychological conditions, cognitive ability and some external factors in the environment. These factors are beyond the scope of this study and this article discusses the shortcomings in the methodology employed and the rectification of the same.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

V. Vasanthi, Ph.D.
Lecturer
Department of English
Loyola College
Chennai 600 034
Tamilnadu
India
drvasanthiravi@gmail.com
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