1. ESP: Business Writing business letters reports minutes of meetings proposals contracts sales reports advertisements

2. Outdated Views of Writing  Seen as just a way to record speech.  Viewed as important in reinforcing speaking ability.  Justified the view that “anyone who had the knowledge of spelling and grammar would be able to write” (2002: 251). Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, p. 232.

3. Levels of Writing  Orthography (Spelling)  Phrases and Sentences  Paragraphs  Essays or other complete texts Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor, An Introduction to Applied Linguistics, Chapter 14, pp. 251-266. London: Arnold, p. 251ff.

4. Aspects of Writing  Relational Aspect of Writing  Strategic Aspect of Writing  Textual Aspect of Writing Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 233-237.

5. Relational Aspect: Elements of Writing  Writer  Reader  Text  Reality Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 232-234.

6. Audience for Schmidt’s book "For example, this chapter addresses you, the reader, who may be beginning applied linguists—perhaps a graduate student in an introductory applied linguistics course. At the same time, this chapter invokes readers who may not be familiar with writing issues but are certainly intelligent and inquisitive, wanting to understand theory and research as well as pedagogy. This imagined audience role is invoked by the ‘content’ (for example, the choice of topics, the amount of and type of explanations and examples) as well as the ‘form’ (for example, the use or non-use of certain technical terms, strategies for referencing sources)." Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 233-234.

7. Purposes of Writing  Expressive(Focus on writer)  Persuasive(Focus on reader)  Referential(Focus on reality)  Literary(Focus on text) Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, p. 235.

8. Three Stages of Writing Process 1.Planning 2.Drafting 3.Revising Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 235-236.

9. Writing Stages / Strategies Recursive Process 1 1. Planning 1. Identify primary purpose or aim 2. Select topic 3. Identify, develop, and assess rhetorical appeals 2. Drafting 1. Writing something down 2. Translate something you wrote in L1 Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 235-236.

10. Writing Stages / Strategies Recursive Process 2 3. Revising 1. Revise based on feedback 2. Let it sit a while 3. Edit and Proofread Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 235-236.

11. Textual Aspects of Writing  Ideational, textual, and interpersonal meaning  Typographical features  Discursive features  Discursive identity / voice  Lexical, syntactic, idiomatic knowledge  Cohesion  Coherence Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 236-237.

12. Second Language Writing: Approaches and Issues 1. Controlled Composition 2. The Paragraph Pattern Approach (with models) 3. The Process Approach 4. Genre-Based Approach 5. Issues that Transcend Traditions Silva, Tony and Paul Kei Matsuda. 2002. Writing. In Norbert Schmitt, editor. An Introduction to Applied Linguistics, 2nd edition, Chapter 14, pp. 232-246. London: Hodder Education, pp. 238-244.

13. Controlled Composition Rationale “Controlled composition is used in two situations: for pupils who are just learning to read and write (either in their mother tongue or in a second language), and for pupils who are learning to write in a second language. At the beginning stages of language learning it is important to avoid making and repeating errors, because those errors will become a habit. By providing a limited and specified vocabulary and sentence patterns the pupil avoids many errors that would be made if they were asked to choose all of their own words and make up their own sentences. Secondly, beginners do not know how to spell a great many English words. In a controlled writing exercise they will be practising correct spelling as well as punctuation. They will be forming accurate language habits. Apart from helping reduce errors, controlled composition causes pupils to think as they use the language. Pupils must take some choices in controlled composition exercises. They must read and understand the material that has been specified, but they also must think as they manipulate the language and practice their language skills. Simply copying a passage or sentences does not cause them to think and problem-solve.” Source:http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 purpose.htm. (Retrieved: December 3, 2010.)http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 purpose.htm

14. Controlled Composition Exercises (Outline) (i)Gap-filling techniques (ii)Multiple choice (iii)Limited substitution table (iv)Sentence sequencing (v)Sentence connecting (vi)Chalkboard composition (vii)Punctuation practice (viii)Dictation Source:http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm. (Retrieved: December 3, 2010.)http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm

15. Controlled Composition Exercises 1 (i) Gap-filling techniques On the way she …. a woman who asked her …. she was going. (ii) Multiple choice Thegirls pupils wanted to have their first volleyball game. boys The children (practise/practises) their writing at home. Source:http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm. (Retrieved: December 3, 2010.)http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm

16. Controlled Composition Exercises 2 iii) The limited substitution table Last week Peter walked tothe market Monday Marydrove the village month my parents rode the church the office Source:http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm. (Retrieved: December 3, 2010.)http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm

17. Controlled Composition Exercises 3 (iv) Sentence sequencing (Put the sentences in order.) __ Drop a small stone into the middle of the bowl. __ Does it get carried to the side of the bowl. __ Fill a bowl nearly to the top with water. __ Observe the movement of the match. __ Float a match on the surface. __ Observe the small waves. Source:http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm. (Retrieved: December 3, 2010.)http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm

18. Controlled Composition Exercises 4 (v) Sentence connecting Mary went to town. She bought some tea. Mary went to town and bought some tea. He looked at a table. The table was near the door. He looked at a table which was near the door. Source:http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm. (Retrieved: December 3, 2010.)http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm

19. Controlled Composition Exercises 5 (vi) Chalkboard composition (vii) Punctuation practice (viii) Dictation Source:http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm. (Retrieved: December 3, 2010.)http://207.106.6.237/uganda_ptc/Language%20Education/Unit%208/Topics/top1 techniques.htm