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Gabrielatos, C. (2002). EFL writing: Product and process. ERIC, ED476839. |
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Also available
here: |
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Introduction In order to be
able to select and use appropriate procedures and materials, as well as
assess their learners’ needs and progress, teachers need to be clear
regarding the desirable outcomes of a writing programme and the processes
involved in good writing. In Part 1, I look at two typical examples of
student writing and identify common problems. In Part 2, I outline the two
aspects of good writing: product and
process. In Part 3, I present a
framework for teaching writing skills, as well as teaching procedures and
materials. |
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Relevant details This
article is based on a seminar, sponsored by Oxford University Press, which I
gave to Omiros Language Schools
teachers in January 1998, as well as handouts for RSA/Cambridge Diploma and
Certificate sessions I designed between 1994 and 1999. It was originally
published in three parts in ELT News
133, 134 & 135 (March, April & May 2000). In this version (February
2002) I have revised the diagram depicting the cycle of procedures. |
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Key words Writing,
product, process, English language teaching, EFL, ELT, TESOL, language
teaching methodology, teaching framework, teaching procedures, teaching materials. |
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Related articles by the
same author |
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Gabrielatos, C. (1992). Teaching
communication and interaction strategies: An action research project with
Greek teenagers at intermediate level. Project submitted in partial
fulfillment of the RSA/Cambridge Diploma for Overseas Teachers of English. |
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Gabrielatos,
C. (1993). Learning
how to fish: Fostering fluency and independence. TESOL Greece Newsletter 38, 23-26. |
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Gabrielatos, C. (2002). Inference: Procedures and
implications for ELT. In R.P. Millrood (Ed.) (2002). Research Methodology: Discourse in teaching a foreign language
(pp. 30-52). |
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