TEACHING TO WRITE RIGHT : LOOKING AT THE "PROCESS"

Abstract

This study investigated the language choices in the writing of freshmen students at anEnglish medium university in Thailand in response to visual stimuli. The study involved identifyingthe genres and the lexico-grammatical features associated with such genres.600 samples of writing were collected but only 72 were randomly selected from 12students in order to compare their progress over a period of 14 weeks (one semester).The framework for the analysis of the students’ writing was based on a detailedapproach to these texts as semantic units. But since meanings are realized through the lexicogrammaticalsystem, it was felt that this was the most effective way of making an explicitinterpretation of the texts that had some objectivity. This study focuses on the first part of atwo part project involving first of all the ùprocessû, then a later study dealt with the ùproductû.The paper will discuss the development of the Nominal Group (NG) in the studentsû writingin THEME position as this was felt to be a major issue in the dominantly Descriptive, Recountand Narrative genres which it was hoped they would produce.The resulting analysis showed that the students had a limited knowledge of the differentgenres and used an equally limited range of lexico-grammatical choices. No discernibleimprovement was observed over the period of study. Possible reasons for this were, firstly thelack of awareness of the role and importance that genres play in their academic studies andsecondly, an approach to teaching which did not include a grammar that was functionallybased. Possible alternative ways of teaching are suggested.Key words Writing, lexico-grammatical choices, genres, visual, stimuli.