Elements of the “Available Designs” form a piece of writing, but a set of those components does not mean the birth of an excellent writing. If we think of resources, such as genres, vocabulary, as the blood or flesh of body, we can view communicative contexts, such as social roles as the skeleton that gives them suitable form and consider sociocultural context mind or spirit. When three of them are harmonized with well, we can call it a well-knit story, and in those regards, we, second language writing teachers, should pay careful attention to ‘sociocultural context’ especially among three parts. This is because it cannot be learned as a field of study or a theory but can be acquired through understanding and feeling the culture. For this reason, we should not only study grammar or structure but give continued attention to the target culture with affection. This attitude toward writing, I believe, can provide writers and readers with no distortion and misunderstanding.
A writer expresses one's perspective through the means of writing. It is a communication tool that portrays the writer's creativity and uniqueness. When English learners learn how to write in their second language, they are approached with three different teaching methods: the namely product approach, the process approach, and the genre-based approach (Kern 2000). Kern states that the product-oriented approach, which is still practiced today, was designed to enhance the linguistic knowledge of the target language of the students' writing (p.180). The process-oriented approach, however, is more of a student-centered teaching method. From planning to finalizing, students learn to add their own feelings or opinions by brainstorming, freewriting, drafting, peer-editing, and so on. However, in the genre-based approach, the learners are critically thinking about a specific genre of writing. In Kern's point of view, the Available Designs can be managed differently depending on the purpose, the content, and the context of texts (p.187). The Available Desings Theory suggests that integration of all three teaching approaches which includes textual products, cognitive process, and sociocultural dimensions of writing.
Available Designs as resources for designing meaning in building literacy provide an insightful framework for second language learners to be more aware of the complexities of writing and its interrelatedness to social, cultural dimension. Writing is a dynamic process where a writer utilizes linguistic knowledge such as grammar, vocabulary, etc., tapping into his/her schematic knowledge related to a given topic with a careful consideration of a given situation, i.e., a context and a future audience. As Kern (2000) noted, “Second language writing is complexified by the addition of new resources and norms” (p. 177), which in turn requires a second language learner to adopt “a new way of thinking, a new set of values, a new way of presenting herself to the world” (p.179). Thus, the approach to second language writing should encompass not only the linguistic, cognitive dimensions but a social and cultural dimension as well. To that end, instead of espousing a particular approach that caters to a certain aspect of writing process, EFL educators need to make endeavor to provide an integrated approach drawing on product-based, process-based, and genre-based approach. Basing a product-based approach as a solid foundation for organizing an overall structure of writing, a teacher can adopt an inductive process-based approach in order to foster students’ creativity where a student goes through the constant process of drafting, revising, peer-editing. By finally introducing genres with a focus on the socioculturally determined discourse communities, the teacher can help the students write to the audience for a real purpose in a given context. In this way, the students will eventually learn to express themselves in a new discursive pattern.
In comparison to speaking skills, the development of writing skills involves many of the same difficulties and some additional challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. When language learners are taught in writing, the teachers should consider the teaching of writing, namely product-,process-, and genre-based approaches. Product approaches focus on the inner core of design, Process approaches add elements from the middle layer of communicative contexts, and Genre-based approaches address the outermost layer of sociocultural context (Richard Kern, 2000, p.180).In formal academic writing, design involves the elaborate and recursive processes of planning, drafting, revising, and editing. Whatever the type of writing, the outcome is a texture product made possible by various Available Designs which are either reproduced or transformed into new resources for subsequent writing (Richard Kern, 2000, p.171). According to Kern (2000) states that Available Designs provide the initial knowledge, know-how, and patterns that allow reading or writing to begin. Vocabulary, grammar, organizational schemata, and spelling knowledge may also be enhanced (Richard Kern, 2000, p.63). As for the second language learners, I think, especially the second language writing teachers should become aware that writing is useful to their students only when the activity involves tasks that are realistic and relevant to students' lives.
'Available Designs theory' for the second language writing teaching simply implies that the cultural background, private circumstance, interest and talent of each student, that is, writer should be considered when a writing teaching plan designer designs writing teaching plan. Only after they are being regarded important factors, a second language writing teaching can be successful for both a designer and a writer.
When a student has no knowledge about conceptual understadning of schema and cultural contexts, a literacy based approach making use of the student's available designs allows the student to rely on his/her experiecnes to frame the language being learned. It is the extension of the notion of literate interaction beyond the functional skills of reading and writing. Miguel Mantero concluded that instructors must rely more on literacy-based models of instruction and acquisition and less on communicative approaches if our minds have more influence on how we communicate in different contexts when we produce lanugage in written and spoken forms.
Writing is meaning construction. Let's think about building a house. You may check a blueprint, a style, materials, and the like. Likewise you have to make choices from words to genres when you write. How wide a variety of options do you have? What are available for your writing? In the Writing as design, Kern defines Available Designs in writing as "the residual voices and language forms we have internalized, our knowledge of rhetorical and stylistic devices, genres, formatting conventions, and so on" (Kern, 2000, p. 171). The experiences with L1 can be both help and obstacles to write in L2.
As a language writing teacher, we should find ways to equip students with more options, that is Available Designs. There are three approaches to teaching writing: product approaches, process approaches, and genre approaches. Each approach has its strong points and weak points. To maximize efficiency of writing teaching, teachers should consider the students' level first and what help they need. For example, for the beginners, process approaches should combine with product approaches and for the advanced learners, the genre approaches with the process approaches and some of product approaches would be helpful.
In conclusion, the amount of the Available Designs will enrich the flavor of writing and make it more appropriate in context. As a teacher, we should be able to recognize the difference of students' L1 designs and L2 designs to make the experiences with L1 be helpful in L2 writing.
There are 3 approaches to think about Available designs for the second language writing class, which are product-oriented approach, process-oriented approach, and genre-based approach. Each has its own distinctive character. The first one focuses on "texts" which is "teacher-centered", the second one on "writers" which is "student-centered", and the last one emphasizes social context which is "discourse-centered". So when making Available designs for writing class, writing teachers should be sure to remember each approach character and take advantage of it according to the class level. For example, if the level is low, writing teachers should use product-oriented approach for Available designs because beginners should learn the basic linguistic forms such as sentence structures and grammar rules directly from "teachers". In the middle level class, process-oriented approach is appropriate to make Available designs because the middle level students should start learning how to write their ideas and opinions with the basic linguistic knowledge by "themselves". If the students' level is high, genre-based approach is necessary for Available designs because students should be aware of a particular community's conventions to be included in the community.
“In formal academic writing, design involves the elaborate and recursive processes of planning, drafting, revising, and editing. Whatever the type of writing, the outcome is a textual product made possible by various Available Designs which are either reproduced or transformed into new resources for subsequent writing” (Richard, 2000, p171). “Available Designs provide the initial knowledge, know-how, and patterns that allow reading or writing to begin” (Richard, 2000, p62). Available designs can provide the framework of writing, but , while writing and revising, the writer modifies the designs. In short, it is the text to be at the center, while available designs support the text around it.
When student learning language, the teacher should considers the cultural background. In the word of Richard Kern “Second language writing is complexified by the addition of new resources and norms” (Richard, 2000, p. 177). And he firmly emphasis the teaching of writing, namely product-,process-, and genre-based approaches. Writing is a means of communicating ideas and information. The responsibility lies on the teacher's shoulders to enhance their students' abilities to express themselves effectively. In order for students to communicate well they need to have to expand their cognitive academic language proficiency level. it is contain the genres of power that leads to success. It is important for students to learn how to think critically and creatively. It is the teacher's responsibility to initiate this thought process. Writing improves a person's ability to think concisely and clearly. Students learn to organize their ideas in a cohesive and flowing manner. Writing is an essential part of the developing child.
Thank you for your comments. I believe one of the Available Design theory has a few important implications for ESL/EFL learners. One is that the instructor needs to be aware of the "available resources", schema and concepts a student has in his/her L1, and be aware how those are different from the resources, concepts, atc in L2. The teacher should continuously try to close that gap, but at the same time, encourage students to draw upon the extended and expanding resources, vocabulary,and strategies that they acquire as they become more proficient in their L2.
Writing presents the author’s mental process that draws out the inner creative ideas, using various linguistic skills, strategies, or modes of decorative languages expression. Those process request writers to have time to think and interpret the event or things in their language. However each writer has different point of view on the same object and they can express a unique interpretation as Kern’s depiction; writers can “shape meaning differently and create imagined worlds of their own design” (Kern, 2000, p. 179). Gap from interpretation induces more complex problems among cross cultural language learners. Second language learners who are less confident in using a new language have to be taught about new resources such as structural elements, new rhetorical conventions, as well as cultural discrepancy in writing. It is natural for them to have some fear for writing. Second language learners may expect different feedbacks from a teacher about their written works; for example revising sentences, using frequent language patterns or improving in word choices, not focusing on the contextual display. Second language learners could extend their writing ability as they appreciate the complicated situation by taking literacy resources in native language. But one way of discourse in L1 or L2 does not extend the learners’ ability in writing. Therefore, Kern (2000, p.177) suggested synergistically useful methods, regardless of using target language or native resources, in contextually appropriate practices as a model of Linguistic available design. Namely, it is that literacy–based curricular which is grounded upon interactive, student-centered approach, and mutually interdependent design among textual products, cognitive process, and socio-cultural factors.
In second language teaching, it is essential for the teachers to be aware that improving students’ understanding about two different cultures develops literacy and reduces communicative misunderstanding which could create potential conflict on literature practices. As the above conceptual basis, such literacy-based instruction can lead whose learners to over-read own writings with their own critics, and finally they could re-interpret their contextual meanings or intention of their writing, then reproduce expecting far-close standards to the instructors.
This comment has been removed by the author.
ReplyDeleteElements of the “Available Designs” form a piece of writing, but a set of those components does not mean the birth of an excellent writing. If we think of resources, such as genres, vocabulary, as the blood or flesh of body, we can view communicative contexts, such as social roles as the skeleton that gives them suitable form and consider sociocultural context mind or spirit. When three of them are harmonized with well, we can call it a well-knit story, and in those regards, we, second language writing teachers, should pay careful attention to ‘sociocultural context’ especially among three parts. This is because it cannot be learned as a field of study or a theory but can be acquired through understanding and feeling the culture. For this reason, we should not only study grammar or structure but give continued attention to the target culture with affection. This attitude toward writing, I believe, can provide writers and readers with no distortion and misunderstanding.
ReplyDeleteA writer expresses one's perspective through the means of writing. It is a communication tool that portrays the writer's creativity and uniqueness. When English learners learn how to write in their second language, they are approached with three different teaching methods: the namely product approach, the process approach, and the genre-based approach (Kern 2000). Kern states that the product-oriented approach, which is still practiced today, was designed to enhance the linguistic knowledge of the target language of the students' writing (p.180). The process-oriented approach, however, is more of a student-centered teaching method. From planning to finalizing, students learn to add their own feelings or opinions by brainstorming, freewriting, drafting, peer-editing, and so on. However, in the genre-based approach, the learners are critically thinking about a specific genre of writing. In Kern's point of view, the Available Designs can be managed differently depending on the purpose, the content, and the context of texts (p.187). The Available Desings Theory suggests that integration of all three teaching approaches which includes textual products, cognitive process, and sociocultural dimensions of writing.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAvailable Designs as resources for designing meaning in building literacy provide an insightful framework for second language learners to be more aware of the complexities of writing and its interrelatedness to social, cultural dimension. Writing is a dynamic process where a writer utilizes linguistic knowledge such as grammar, vocabulary, etc., tapping into his/her schematic knowledge related to a given topic with a careful consideration of a given situation, i.e., a context and a future audience. As Kern (2000) noted, “Second language writing is complexified by the addition of new resources and norms” (p. 177), which in turn requires a second language learner to adopt “a new way of thinking, a new set of values, a new way of presenting herself to the world” (p.179). Thus, the approach to second language writing should encompass not only the linguistic, cognitive dimensions but a social and cultural dimension as well. To that end, instead of espousing a particular approach that caters to a certain aspect of writing process, EFL educators need to make endeavor to provide an integrated approach drawing on product-based, process-based, and genre-based approach. Basing a product-based approach as a solid foundation for organizing an overall structure of writing, a teacher can adopt an inductive process-based approach in order to foster students’ creativity where a student goes through the constant process of drafting, revising, peer-editing. By finally introducing genres with a focus on the socioculturally determined discourse communities, the teacher can help the students write to the audience for a real purpose in a given context. In this way, the students will eventually learn to express themselves in a new discursive pattern.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteIn comparison to speaking skills, the development of writing skills involves many of the same difficulties and some additional challenges, including differences in grammar and vocabulary use, spelling, structure, punctuation and others. When language learners are taught in writing, the teachers should consider the teaching of writing, namely product-,process-, and genre-based approaches. Product approaches focus on the inner core of design, Process approaches add elements from the middle layer of communicative contexts, and Genre-based approaches address the outermost layer of sociocultural context (Richard Kern, 2000, p.180).In formal academic writing, design involves the elaborate and recursive processes of planning, drafting, revising, and editing. Whatever the type of writing, the outcome is a texture product made possible by various Available Designs which are either reproduced or transformed into new resources for subsequent writing (Richard Kern, 2000, p.171). According to Kern (2000) states that Available Designs provide the initial knowledge, know-how, and patterns that allow reading or writing to begin. Vocabulary, grammar, organizational schemata, and spelling knowledge may also be enhanced (Richard Kern, 2000, p.63). As for the second language learners, I think, especially the second language writing teachers should become aware that writing is useful to their students only when the activity involves tasks that are realistic and relevant to students' lives.
ReplyDelete'Available Designs theory' for the second language writing teaching simply implies that the cultural background, private circumstance, interest and talent of each student, that is, writer should be considered when a writing teaching plan designer designs writing teaching plan. Only after they are being regarded important factors, a second language writing teaching can be successful for both a designer and a writer.
ReplyDeleteWhen a student has no knowledge about conceptual understadning of schema and cultural contexts, a literacy based approach making use of the student's available designs allows the student to rely on his/her experiecnes to frame the language being learned. It is the extension of the notion of literate interaction beyond the functional skills of reading and writing. Miguel Mantero concluded that instructors must rely more on literacy-based models of instruction and acquisition and less on communicative approaches if our minds have more influence on how we communicate in different contexts when we produce lanugage in written and spoken forms.
ReplyDeleteWriting is meaning construction. Let's think about building a house. You may check a blueprint, a style, materials, and the like. Likewise you have to make choices from words to genres when you write. How wide a variety of options do you have? What are available for your writing? In the Writing as design, Kern defines Available Designs in writing as "the residual voices and language forms we have internalized, our knowledge of rhetorical and stylistic devices, genres, formatting conventions, and so on" (Kern, 2000, p. 171). The experiences with L1 can be both help and obstacles to write in L2.
ReplyDeleteAs a language writing teacher, we should find ways to equip students with more options, that is Available Designs. There are three approaches to teaching writing: product approaches, process approaches, and genre approaches. Each approach has its strong points and weak points. To maximize efficiency of writing teaching, teachers should consider the students' level first and what help they need. For example, for the beginners, process approaches should combine with product approaches and for the advanced learners, the genre approaches with the process approaches and some of product approaches would be helpful.
In conclusion, the amount of the Available Designs will enrich the flavor of writing and make it more appropriate in context. As a teacher, we should be able to recognize the difference of students' L1 designs and L2 designs to make the experiences with L1 be helpful in L2 writing.
There are 3 approaches to think about Available designs for the second language writing class, which are product-oriented approach, process-oriented approach, and genre-based approach.
ReplyDeleteEach has its own distinctive character.
The first one focuses on "texts" which is "teacher-centered", the second one on "writers" which is "student-centered", and the last one emphasizes social context which is "discourse-centered".
So when making Available designs for writing class, writing teachers should be sure to remember each approach character and take advantage of it according to the class level.
For example, if the level is low, writing teachers should use product-oriented approach for Available designs because beginners should learn the basic linguistic forms such as sentence structures and grammar rules directly from "teachers".
In the middle level class, process-oriented approach is appropriate to make Available designs because the middle level students should start learning how to write their ideas and opinions with the basic linguistic knowledge by "themselves".
If the students' level is high, genre-based approach is necessary for Available designs because students should be aware of a particular community's conventions to be included in the community.
This comment has been removed by the author.
ReplyDelete“In formal academic writing, design involves the elaborate and recursive processes of planning, drafting, revising, and editing. Whatever the type of writing, the outcome is a textual product made possible by various Available Designs which are either reproduced or transformed into new resources for subsequent writing” (Richard, 2000, p171). “Available Designs provide the initial knowledge, know-how, and patterns that allow reading or writing to begin” (Richard, 2000, p62). Available designs can provide the framework of writing, but , while writing and revising, the writer modifies the designs. In short, it is the text to be at the center, while available designs support the text around it.
ReplyDeleteWhen student learning language, the teacher should considers the cultural background. In the word of Richard Kern “Second language writing is complexified by the addition of new resources and norms” (Richard, 2000, p. 177). And he firmly emphasis the teaching of writing, namely product-,process-, and genre-based approaches.
ReplyDeleteWriting is a means of communicating ideas and information. The responsibility lies on the teacher's shoulders to enhance their students' abilities to express themselves effectively. In order for students to communicate well they need to have to expand their cognitive academic language proficiency level. it is contain the genres of power that leads to success. It is important for students to learn how to think critically and creatively. It is the teacher's responsibility to initiate this thought process. Writing improves a person's ability to think concisely and clearly. Students learn to organize their ideas in a cohesive and flowing manner. Writing is an essential part of the developing child.
Thank you for your comments. I believe one of the Available Design theory has a few important implications for ESL/EFL learners. One is that the instructor needs to be aware of the "available resources", schema and concepts a student has in his/her L1, and be aware how those are different from the resources, concepts, atc in L2. The teacher should continuously try to close that gap, but at the same time, encourage students to draw upon the extended and expanding resources, vocabulary,and strategies that they acquire as they become more proficient in their L2.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteWriting presents the author’s mental process that draws out the inner creative ideas, using various linguistic skills, strategies, or modes of decorative languages expression. Those process request writers to have time to think and interpret the event or things in their language. However each writer has different point of view on the same object and they can express a unique interpretation as Kern’s depiction; writers can “shape meaning differently and create imagined worlds of their own design” (Kern, 2000, p. 179).
ReplyDeleteGap from interpretation induces more complex problems among cross cultural language learners. Second language learners who are less confident in using a new language have to be taught about new resources such as structural elements, new rhetorical conventions, as well as cultural discrepancy in writing. It is natural for them to have some fear for writing. Second language learners may expect different feedbacks from a teacher about their written works; for example revising sentences, using frequent language patterns or improving in word choices, not focusing on the contextual display. Second language learners could extend their writing ability as they appreciate the complicated situation by taking literacy resources in native language. But one way of discourse in L1 or L2 does not extend the learners’ ability in writing.
Therefore, Kern (2000, p.177) suggested synergistically useful methods, regardless of using target language or native resources, in contextually appropriate practices as a model of Linguistic available design. Namely, it is that literacy–based curricular which is grounded upon interactive, student-centered approach, and mutually interdependent design among textual products, cognitive process, and socio-cultural factors.
In second language teaching, it is essential for the teachers to be aware that improving students’ understanding about two different cultures develops literacy and reduces communicative misunderstanding which could create potential conflict on literature practices. As the above conceptual basis, such literacy-based instruction can lead whose learners to over-read own writings with their own critics, and finally they could re-interpret their contextual meanings or intention of their writing, then reproduce expecting far-close standards to the instructors.