Rose B. Coggins
In analyzing methods of teaching writing, one writer, Gabriele Lusser Rico in
Writing the Natural Way,
discusses two methods I will use in my teaching of letter composition.
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The Model approach is based on the use of a professional’s work for one’s own expressive purpose.
It’s purpose is to give one a structure, an aesthetic pattern to follow, within which to treat one’s own discovered content. Its emphasis is on relieving the anxiety of having to think of everything at once, allowing the writing to flow more naturally.
I plan to show students numerous models of all types of written business correspondence and encourage them to write using them as examples. Many letter models can be found in
The Grosset-Secretarial Handbook
in my students’ bibliography.
The Clustering approach is created by placing a nucleus word, circled, on a clean sheet of paper. Then simply let go and begin to flow with any current of connection that come into your head. Write these down rapidly, each in its own circle, radiating outward from the center in any direction they want to go. Connect each new word or phrase with a line to the preceding circle. When something new and different strikes you, begin again at the central nucleus and radiate outward until those associations are exhausted.
To help students become aware of what their attitudes about writing are, I will use the clustering method. After clustering two words, there will be a class discussion of the results. Using this approach will make students aware of why they may not be able to write well and make an earnest effort to change those attitudes.
Another plan is to have students cluster all items, phrases, etc. that should be included in the letter in which they are composing. In this way, students will be unlikely to forget to state what is required to make the letter complete.
I will also use two of Laque’s and Sherwood’s methods from their book entitled
A Laboratory Approach to Writing.
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The first method is the Interview Method. Laque’s and Sherwood’s method is totally individualized and can be used with small groups or peer pairs. They suggest giving the student a diagnostic assignment in order to determine each student’s strengths and weaknesses. The assignments should be brief and simple, requiring specific, factual information. Once students have completed one or two diagnostic assignments and the teacher has evaluated them, their apparent strengths and/or weaknesses can be discussed, and they can be directed toward assignments which will build on what they do well or help them overcome their writing problems.
I will administer two diagnostic tests. One will be on punctuation and grammar; the other test will be on writing a letter requesting information. I will interview each student after I have evaluated the diagnostic tests and make appropriate references and recommendations.
The steps approach to teaching composition requires a laboratory format and focuses on the process of writing, including pre-writing techniques such as composing a series of drafts, and editing, criticizing, and rewriting. This seems to me the most useful approach because it emphasizes the process more than the product and because it puts much of the responsibility on the students themselves. It exposes them to a process which can be used for any kind of writing and which can be adapted to other task as well.
This method is most appropriate for writings such as business letters. For effective desired results, certain steps must be followed. These steps include planning (pre-writing) composing the first draft, editing, preparing the final draft and proofreading.
The Small Group Approach in the classroom allows student to become more active participants than they would be in a lecture situation or even in a total class discussion. In small groups students who are shy about talking in large groups have a chance to share their ideas. In small groups students are also apt to become more critical and self-directed thinkers. They get immediate feedback about ideas, audience, and the like, depending upon what stage of the writing process they are in.
Using this method, students will play a dual role of writer and respondent. Students will work in small groups evaluating each others letters before final drafts and evaluate all incoming letters before writing a response. Students will be encourage to use each other as sources of ideas, suggestions and criticisms.
In an English class where writing is the main focus, revision is given more emphasis and the more revisions the better the final draft. However, in a business setting, this may not always apply. Therefore, I will encourage students to perfect each letter in approximately three stages of revision: (1) revise for completeness; (2) for order of information and; (3) polish mechanics. Style, format and spelling inaccuracies should be included in each revision stage.
Individual written assignments will be graded using production methods. (quantity of letters submitted) Students may recall any final drafts that contain errors and make any corrections to have a perfect copy. Provisions will be made for grade betterment on perfect work which student resubmit.