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Content:
Theme of the article: Approaches to teaching English writing: A review of literature

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Annotation: This literature review investigates various approaches to teaching English writing. The article aims to explore the main categories of approaches, methods used, challenges, and opportunities. It provides English language teachers and researchers with insights into developing effective methods for teaching writing.
Key words: English writing, teaching, approaches, methods, categories, challenges, opportunities.

Introduction:

The teaching of English writing has been a significant issue for language instructors around the world. To address the challenges of teaching writing, numerous approaches and methods have been developed. This literature review aims to provide an overview of the major approaches to teaching English writing identified in the literature. It explores the categories of approaches, methods employed, and challenges and opportunities.

Main Part:

Nowadays there is an overwhelming amount of various Course books from different publishers available on the market and it is not easy to select the most suitable one for a particular group of students. Nevertheless, many teachers have their say in choosing the type of course book they use to prepare their students for the final exams. The definition of a Course book The term textbook refers to Course books which cover all aspects of the language as well as supplementary textbooks which apply to particular topics or skill areas [Grant, 12]. There are many diverse textbooks, which makes it difficult to put them into categories. While teachers have their own way of classifying textbooks, Grant proposes dividing textbooks into two extensive categories, which are traditional textbooks and communicative textbooks. Traditional textbooks are attractive to some teachers for they get students to learn the language as a system. They are easy to use and examination oriented. However, after completing their studies students are not capable of using the language because they cannot use it for communication.
The Tasks of the Teacher in Writing According to Harmer, there are certain before-, while- and after- writing tasks that teachers should provide for their students when they are asked to write, especially during writing for writing activities [Harmer, How to teach writing 41–42]: ‒ Demonstrating— teachers draw to students´ attention writing conventions and genre constraints in specific types of writing as well as layout issues and the language. ‒ Motivating and provoking— many students have difficulties in creative writing tasks and that is where teachers should help by creating beneficial conditions for the generation of ideas. ‒ Supporting— once students get writing, they need advice and constructive suggestions. ‒ Responding— when teachers respond to students´ work at different draft stages they make them aware of their progress and comment on their use of language. ‒ Evaluating— giving feedback to students should not be only grading but above all a learning opportunity. Writing gives opportunities for language practice, it improves vocabulary and grammar, but it also gives students an opportunity to challenge them and to use different language. In writing learners are able to think about what they want to say and therefore they are able to produce extended pieces of language in their own time, which is very much unlike speaking

Conclusion:

In conclusion, this literature review provides a comprehensive overview of the approaches to teaching English writing. These approaches include product-based, process-based, and genre-based approaches. Each approach has its own set of methods that are unique to the teaching of writing. Additionally, the review highlights the challenges and opportunities that arise in the teaching of writing. Lastly, the article suggests various methods that can be adopted by language teachers to address the challenges associated with teaching writing.

References:

Biancarosa, G. & Snow, C. E. (2004). Reading next: A vision for action and research in middle and high school literacy. Washington, DC: Alliance for Excellent Education.
Ferris, D. & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York: Routledge.
Hyland, K. & Tse, P. (2007). Is there an “academic vocabulary”? TESOL Quarterly, 41, 235-253.
Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17, 165-187.