ࡱ>  !"b( / 0DArialSans MSnll@hT0D-3 00000s MSnll@hT02 DTimes New Romanll@hT00DWingdingsRomanll@hT0@D-3 0fggsRomanll@hT0PD[SO0fggsRomanll@hT0`DComic Sans MSnll@hT0B D .  @n?" dd@  @@`` h]k  HG  5.. 21**// 575  % B-E*C+   #( :=$1 PQR`afghiwxy{}  0AA 333f̙PP@8192:ʚ;>$8ʚ;g4HdHdHh T0ppp@ <4dddd8!0lh ___PPT10D-3 00000~0hHllT02DArial00~0hHllT0 ?  %[i4Toward an Integrated Approach to Writing Instruction$54b"!4  `Paul Kei Matsuda, Ph.D. Arizona State University, USA matsuda@jslw.org http://matsuda.jslw.org/@a ) a ;Major Approaches to L2 Writing  mControlled & Guided Composition The Paragraph-Pattern Approach The Process Approach The Genre-Based Approach. n <History of Conflicts  1960s: Free vs. Controlled Composition 1970s: Controlled Composition vs. Process 1980s: Process vs. Genre 1990s-present: Post Process.  = Post Process?  LPost Process the latest buzz word (Atkinson, 2003; Matsuda, 2003) In Composition Studies The  social turn Post Expressivism Post Cognitivism Advanced Composition In L2 Writing Post Raimes & Zamel Victory of Genre over Process (Hyland, 2003) Era of multiplicity (Matsuda, 2003) and integrationtYZJZZvZYJj @p       F8Post Process as the Era of Multiplicity and Integration 9 tL2 writing instruction needs to integrate both process and product, and put them in a larger sociocultural context. uu  u >&A Sociocultural Perspective on Writing'' ' jA sociocultural perspective on writing suggests that& Writing is not an isolated skill but a situated activity embedded in a sociocultural context Literacy develops as a result of meaningful participation in the community of practice Writing development happens incidentally as the learner engages in meaningful activities Even advanced users of dominant varieties of English need to be socialized into specific communities of practice. H6ZZZ6  M The Problem  General Skills Writing Instruction (GSWI) does not help students write in other contexts (Petraglia, 1995; Russell, 1995) Even domain specific writing instruction tend to have limited transferability because each writing context is different Sophisticated genre-based writing instruction is more effective for advanced students How do we teach writing to students who are not already participating in the community of practice? (Johns, 2007)&Z   W BIn EFL and School Contexts  !Writing has long been neglected The dominance of English created the need for advanced academic and workplace English literacy But many still struggle to see how writing can be profitably taught in EFL contexts How can sociocultural perspectives be integrated into the teaching of writing? " /Common Assumptions ` 4 Writing instruction is sometimes delayed or even avoided. . . Because it is considered to be the most difficult of the  four-skills ; Because some teachers try to  protect students from engaging in writing activities too early before they are  ready linguistically and cognitively; Because it takes time to read and  correct students texts; and Because students texts are often not interesting to read. :@[@ Z"  Let s Face It`Too difficult? Students who are literate in L1 can benefit from writing activities. Integrating spoken and written language can facilitate the development of all four skills. (Harklau, 2002; Weissberg, 1994)P@!H& " !"&    Let s Face It`Too early? Student at any age or language proficiency can and should engage in realistic writing activities because real learning takes place as learning participate in those activities. (Harklau, 2002; Lave & Wenger, 1991; Russell, 1997)P@5H & " 5"  Let s Face It`Too time consuming? The teacher doesn t have to  correct everything; students can grow on their own or help one another if the teacher can provide appropriate guidance. (Stanley, 1992; Berg, 1999; Zhu, 1995, 2001) h@.H& " " ,""   Let s Face It`,Too boring? If students texts are not interesting to read, it may have something to do with the way assignments are constructed in the first place.X@ & " Q #$   3 The Question   How can we assign these tasks so that they are interesting and stimulating for both students and teachers? &on"  n  4 The Challenge  Traditional approaches to writing instruction see assignments as isolated prompts far removed from the context and the process of writing.   7:Decontextualized Assignments&  ` Describe a task a topic to write about or a type of text to reproduce but not much else; Ask students to write for its own sake; May ask students to consider audience, genre and purpose but don t explain what it means to  consider them or how; and Invite students to see writing assignments merely as exercises or busy work rather than exciting opportunities to engage in written communication.Z  )An Example of Decontextualized Assignment**b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"pA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"UCpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"VDpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"WEpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"XFpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"}iDecontextualized Assignments` @+Decontextualized Assignments` lDecontextualized Assignments` nDecontextualized Assignments` O>(Problems of Decontextualized Assignments))b Because students focus is on reproducing the ideal text that they imagine is in the teacher s head, their texts often lack& authenticity audience awareness (other than  teacher-evaluator ) originality enthusiasm desire to communicate and many other qualities of  good writing. Those texts are often not interesting to read!b~@ 0 }"""/&YGTHow can we make writing assignments more interesting for both students and teachers?UUb The Context of Writing` An effective writing assignment puts the writing task in a realistic context of writing, including: Writer (writer s position in a community of literate people); Subject (what writer knows about or want to know more about); Audience (readers who have a real reason to read what the writer has to say); Genre (socially available repertoire of text types).ee"&8"&7"&F"&/""c N=Contextualized Assignments` K:Contextualized Assignments` G6Contextualized Assignments` F5Contextualized Assignments` E4Contextualized Assignments` J9Contextualized Assignments` C2Contextualized Assignments` \JDoes this seem too complicated? b" .Contextualizing a Decontextualized Assignment//b*  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an ESL writing textbook for low-intermediate students0> ="p\*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. $̙ $̙  $̙ $̙ 7$̙ kW*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. ua*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. lX*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. vb*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. wc*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. xd*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. nZ*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. ye*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. o[*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. zf*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. 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Can I use  I ?:;633G33 4 <Ԕ"``` =Genre 4 <$"Ԕ"`p@,$D0 @Audience  H 4 0޽h ?/ 4 4 fp=N F ___PPT10& ..}p1E+:|rDF ' = @B D ' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4%(D' =-g6B fade*<3<*4D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4%(D' =-g6B fade*<3<*4D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*4%(D' =-g6B fade*<3<*4++0+40 ++0+40 ++0+40 + 90aN0 8 0  8 (  8~ 8 s *P;  `}    8  <(<"` `   8 <0GHR "`P@ P @  8 <A  n6To whom? The teacher? Why would you want to know that?7733 8 <LFG{H "` p0,$D0 @ (  8 <J L,$0 PFor what? To show that I can write error-free sentences? To impress the teacher?QQ33  8 <OԔ"`p@ @Audience    8 <SG03Hw^ "` ` p @ * 8 0k  tWrite what? An essay? How many paragraphs? Can I use  I ?:;633G33 8 <Ԕ"``` =Genre 8 < Ԕ"`@` ,$D0 ?PurposeH 8 0޽h ??088 8 fp=N F ___PPT10& ..}p1E+SG 6DF ' = @B D ' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<* 8%(D' =-g6B fade*<3<* 8D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*8%(D' =-g6B fade*<3<*8D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*8%(D' =-g6B fade*<3<*8++0+80 ++0+ 80 ++0+80 +\ 90aN0   < (  <~ < s *!  `}    <  <""` `   < <%GHR "`P@ P @  < < (  n6To whom? The teacher? Why would you want to know that?7733 < <h)G{H "` p0 @  < <h0 L PFor what? To show that I can write error-free sentences? To impress the teacher?QQ33 < <5Ԕ"`p@ @Audience    < <d9Ԕ"`@`  ?Purpose  < <7G03Hw^ "` ` p @ *  < 0@k  tWrite what? An essay? How many paragraphs? Can I use  I ?:;633G33  < <EԔ"``` =Genre  < <tKGOJHB "` ` ,$@0 @  < <M z+ ,$0 |"What does the teacher really want?>#333333H < 0޽h ?O@<< < < fp=&___PPT10..}p1E+ DV' = @B D' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<* <%(D' =-g6B fade*<3<* <D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*<%(D' =-g6B fade*<3<*<+p+0+ <0 ++0+<0 +! 9 0aN0 > 6 `  (  F    PP2  T(i3vd @" `  B   0 l"`U" GClassroom Context(2~  s *m  `}   2  0"` > @ ?Student2  0"`> 0  ?Teacher  B^XGH\Y "` ~ ,$D0 D   <  Ju ,$0 QWhat does the teacher want?  Bx GH "`0  ,$D 0 D    0H"`. > ,$@0 B Ideal Text  B  6D)0  ,$@0  B1"` = ,$D0 @ Assignment H  0޽h ?/  fp=___PPT10.}+xgD' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D(' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D ' =%(DL ' =%(D6' =A@BB BB0B%(D' =-g6B fade*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D6' =A@BB BB0B%(D' =-g6B fade*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*++0+0 ++0+0 ++0+0 ++0+0 ++0+0 ++0+ 0 ++0+0 +. 9!0aN0    Q(  F    PP2  T(73vd @" `  B   0 :"`U" GClassroom Context(2~  s *;  `}   2  0@>"` > @ ?Student2  0C"`> 0  ?Teacher   Bx FGH "`0   D    0  B Ideal Text     0J"` . >,$D0 <TextB  6D) 9@ ,$@0^B  6D)0    BhR1"` =  @ Assignment H  0޽h ?  fp=___PPT10.}+!?DI' = @B D' = @BA?%,( < +O%,( < +D;' =%(%(D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* +8+0+  + 9"0aN0    (  F    PP2  Tc3vd @" `  B   0f"`U" GClassroom Context(2~  s *4h  `}   2  0j"` > @ ?Student2  0|o"`> 0  ?Teacher  Bx \sGH "`0   D    0]"`. >  B Ideal Text     01"` . > <TextXB   0D) 9@ B   6D3)> . ,$@0B  @ 6D3) ,$D0  <,1"`p> 4 r ,$@0 D Assessment G^B  6D)0    Bh1"` =  @ Assignment H  0޽h ? fp=  ___PPT10.}+cD|' = @B D7' = @BA?%,( < +O%,( < +Dn' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* +8+0+0 +7/ 9#0aN0   0 (  F    PP2  Td3vd @" `  B   0d"`U" GClassroom Context(2~  s *4  `}   2  0,"` > @ ?Student2  0"`> 0  ?Teacher  Bx GH "`0   B    0"`. >  B Ideal Text     0"` . > <TextXB   0D) 9@ ^B   6D3)> . ^B  @ 6D3)   <, 1"`p> 4 r  D Assessment G^B  6D)0    B1"` =  @ Assignment    6Ԥ 4 ,$0 o9Decontextualized assignments set students up for failure.::(H  0޽h ? fp=##___PPT10#.}+fuDc!' = @B D!' = @BA?%,( < +O%,( < +DU ' =%(%(D' =%(D1' =4@BB BB%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<* D' =1:Bhidden*o3>+B#style.visibility<* %(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<* D' =1:Bhidden*o3>+B#style.visibility<* %(D1' =4@BB BB%(D' =-o6Bdissolve*<3<* D' =1:Bhidden*o3>+B#style.visibility<* %(D1' =4@BB BB%(D' =-o6Bdissolve*<3<* D' =1:Bhidden*o3>+B#style.visibility<* %(D1' =4@BB BB%(D' =-o6Bdissolve*<3<* D' =1:Bhidden*o3>+B#style.visibility<* %(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D>' =A@BB BB0B%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D1' =4@BB BB%(D' =-o6Bdissolve*<3<*D' =1:Bhidden*o3>+B#style.visibility<*%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D'  =-g6B fade*<3<*++0+0 ++0+0 ++0+0 ++0+0 ++0+ 0 ++0+ 0 ++0+0 ++0+0 ++0+0 + 9$0aN0 0 0(  x  c $X  `}  7 x  c $ ^  H  0޽h ? 33___PPT10i.}4Ʃ+D=' = @B +A 9%0aN0 @8 @(  @ @  68 "`0   H @ 0޽h ? fp=___PPT10i.}p1E+D=' = @B + 9&0aN0 00(  x  c $8  `}   x  c $@*t Ic  H  0޽h ? fp=___PPT10i.%D+D=' = @B + 9(0aN0    (   F     PP2   T@3vd @" `  B    0C"`U" GClassroom Context(2)z  P   P,$D02   TGfvd @" ` P B    0>"`   EWriting Context(2~   s *L  `}   2   0O"` `@ ?Student2   0R"``0  ?Teacherz _0 6    0 _6 ,$D0fB   6D)%0 %    B W1"`_ 6  B Assignment 33H   0޽h ? fp= ___PPT10.}+D' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* D' =%(D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* +& 9+0aN0  *2(  F    PP2  T`h3vd @" `  B   0`k"`U" GClassroom Context(2F  P  P2  T(ofvd @" ` P B   0 s"`   EWriting Context(22  0v"` `@ ?Student  0z"` P ` ,$D0 <Text2   0"` B@,$D0 @Audience  ~   s *`  `}   2  0"`` n < @ ,$D0 ?Subject2  0"`0n < P,$D0 =Genrel `@ 0 @ ` 0,$D  0`B  0D>` P `B  0D>\ @ \ `B B 0D>`  `B  0D>[ [ 02 ! 0p"``0  ?TeacherF _0 6  " 0 `7 `B # 0D)%0 %  $ <X1"`_ 6  B Assignment 332 ( 0"` `@,$D0 >Writer2 ' 0Ԛ"` `@,$D0 >WriterH  0޽h ? fp=___PPT10.}+"3Dv' = @B D1' = @BA?%,( < +O%,( < +D' =%(%(D' =%(DF' =A@BBBB0B%(D' =/u8CC*Q3> Br<*D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*(%(D' =-g6B fade*<3<*(D' =%(D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*'%(D' =-g6B fade*<3<*'D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<* %(D' =-g6B fade*<3<* D' =%(pD8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D' =%(XD1' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D'  =-m6Bbox(in)*<3<*++0+0 ++0+ 0 ++0+0 ++0+0 +f 9,0aN0 ! ) (  F    PP2  Td3vd @" `  B   0d"`U" GClassroom Context(2F  P  P2  T,fvd @" ` P B   0"`   EWriting Context(2  0"` P `  <Text2   0"` B@ @Audience  ~   s *|  `}   2   0!"` `@ >Writer2   0L"``0  ?TeacherzF _0 3    0 _3 `B  0D)%0 %   6@"`_ 3  @ Assignment 33B  0D) `B ,$@0   6 "`q  1,$D0 d Writer s Purpose(332  0"`` n < @  ?SubjectF _0 6  ) 0 _6 lB % <DԔ%0 %  & BP1"`_ 6  B Assignment 332 ' 0"`0n < P =GenreH  0޽h ? fp=___PPT10.}+ٯ DI' = @B D' = @BA?%,( < +O%,( < +D;' =%(%(D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 + 9-0aN0  D`(  F    PP2  T3vd @" `  B   0"`U" GClassroom Context(2F  P  P2  Txfvd @" ` P B   0\""`   EWriting Context(2~   s *,$  `}   XB  0D) `B   6&"`q  1 d Writer s Purpose(33B  0D) 0 ` ,$@0  6-"`0  0 ,$@0 LResearch( 33B  0D) P,$D0  s *p1"`,$@0 O Reflections(  33 5 0H6"` P `  <Text2 6 0:"` B@ @Audience  2 7 0d="` `@ >Writer2 8 0 A"``0  ?TeacherB 9 0D) `B ,$D02 : 0{"`` n < @  ?Subject2 > 0}"`0n < P =GenreF _0 6  B 0 _6 `B C 0D)%0 %  D <1"`_ 6  B Assignment 33H  0޽h ? fp=c[___PPT10;.}+xD ' = @B DZ ' = @BA?%,( < +O%,( < +D;' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*DN' =%(D' =%(D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*9%(D' =-g6B fade*<3<*9+p+0+0 ++0+0 +# 9.0aN0  ,n(  F    PP2  T3vd @" `  B   0"`U" GClassroom Context(2F  P  P2  Tȟfvd @" ` P B   0"`   EWriting Context(2  0Tz"` P `  <Text2   0"` B@ @Audience  ~   s *  `}   2   0"` `@ >Writer2   0"``0  ?TeacherXB  0D) `B   6F"`q  1 X Writer s PurposeB  0D) ` B ,$D0  6 L"`t "4,$@0 RAudience Needs(332  0Q"`` n < @  ?SubjectXB  0D) 0 `   68H"`0  0  @Research  2 # 0Y"`0n < P =GenreXB % 0D) P & s *T]"` C Reflections  F _0 6  * 0 _6 `B + 0D)%0 %  , <$a1"`_ 6  B Assignment 33H  0޽h ? fp=___PPT10.}+bDI' = @B D' = @BA?%,( < +O%,( < +D;' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 +R 9/0aN0   B(  F    PP2  Tt3vd @" `  B   0o"`U" GClassroom Context(2F  P  P2  Tfvd @" ` P B   0h"`   EWriting Context(2~   s *|  `}   XB  0D) `B   64"`t "4 RAudience Needs(33B  0D)@ @ ,$D0  6."`QD hQ,$@0 SChoice of Genre(33XB  0D) ` B XB  0D) 0 `  6 003"` P `  <Text2 7 0@."` B@ @Audience  2 8 0x7"` `@ >Writer2 9 0)"``0  ?Teacher : 6="`q  1 X Writer s Purpose2 ; 0"`` n < @  ?Subject < 6<"`0  0  @Research  2 = 00"`0n < P =GenreXB > 0D) P ? s *|0"` C Reflections  F _0 6  @ 0 _6 `B A 0D)%0 %  B <Љ01"`_ 6  B Assignment 33H  0޽h ? fp=___PPT10.}+62RDI' = @B D' = @BA?%,( < +O%,( < +D;' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D+' =4@BB BB%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 +t 900aN0 ` &A(  F    PP2  T03vd @" `  B   00"`U" GClassroom Context(2F  P  P2  T40fvd @" ` P B   08t0"`   EWriting Context(2XB ' 0D) 0 ` ~   s *Tv0  `}  0 XB  0D) `B   <z01"` ,$@0 D Assessment GXB % 0D)@ @ ,l ` P` 1n `Pn,$D 0fB  6D3)@ [ fB  6D3)` P fB  6D3)` P fB " 6D3)[ p `XB & 0D) ` B F 0 A 0lB  <D3)`p lB  <D3)` lB B <D3)0  lB ! <D3) 0 2 60"`t "4 RAudience Needs(33 3 6p0"`QD hQ SChoice of Genre(33 4 07"` P `  <Text2 5 07"` B@ @Audience  2 6 07"` `@ >Writer2 7 07"``0  ?Teacher 8 67"`q  1 X Writer s Purpose2 9 0P7"`` n < @  ?Subject : 687"`0  0  @Research  2 ; 07"`0n < P =GenreXB < 0D) P = s *7"` C Reflections  F _0 6  > 0 _6 `B ? 0D)%0 %  @ <71"`_ 6  B Assignment 33H  0޽h ? fp= ___PPT10.}+U`D' = @B D:' = @BA?%,( < +O%,( < +Dq' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*Da' =4@BBBB%()))D' =1:Bvisible*o3>+B#style.visibility<*1%(D'  =-m6Bbox(in)*<3<*1+8+0+0 +  910aN0  L"(  L L  67 "`<$0  7  L 07  ,$0 PLet s take a look at a concrete example.)(2)"H L 0޽h ? fp=___PPT10.}p1E+RD' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*L%(D' =-g6B fade*<3<*LD' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*L%(D' =-g6B fade*<3<*L+p+0+L0 ++0+L0 + 920aN0 \(  ~  s *7  `}  7    <7"` ` 7 H  0޽h ? fp=___PPT10u..}p1E+D=' = @B + 930aN0 p \(  ~  s *H7  `}  7    <얄 "` ` 7 H  0޽h ? fp=___PPT10i.}p1E+D=' = @B +}  940aN0  _(  ~  s *  `}      <"` `    <ȨGHR "``0 @,$D0 @   <   ,$0 e-A book on personal heroes? Sounds like fun...33H  0޽h ? fp=&___PPT10..}p1E+DV' = @B D' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+p+0+0 ++0+0 +  950aN0 (  ~  s *  `}      <H"` `    <0ÄGHR "``0 @ @   <ń    -A book on personal heroes? Sounds like fun.<.3333  <˄Ԕ"`` ,$D0 KSubject, MotivationH  0޽h ? fp=___PPT10..}p1E+D' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 +}  960aN0 0_(  ~  s *ބ  `}      <`߄"` `    <pG?Hb "`` ,$D0 @   <  ,$0 e-So, I will write something short and sweet...33H  0޽h ? fp=&___PPT10..}p1E+DV' = @B D' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+p+0+0 ++0+0 +  970aN0  (  ~  s *  `}      <p"` `    <nG?Hb "``  @   <n   -So, I will write something short and sweet.<.33 33  <XnԔ"```,$D0 =GenreH  0޽h ? fp=___PPT10..}p1E+D' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 +  980aN0 (  ~  s *n  `}      <n"` ` n   <nGiH "` 0,$@0 @ .  <hnP M< ,$0 VI m supposed to describe and explain...OK.,,33H  0޽h ? fp=&___PPT10..}p1E+DV' = @B D' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+p+0+0 ++0+0 +  990aN0 9(  ~  s *n  `}  n    <tn"` ` n   <4GiH "` 0 @   <P M<  VI m supposed to describe and explain...OK.<,3333  <Ԕ"` 0P0,$D0 C Genre, Task  H  0޽h ? fp=___PPT10..}p1E+D' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 +  9:0aN0 6.P(  ~  s *  `}      <"` `    <GR1Hr "``` ,$@0 @ T  < ,$0 |Wow, everyone s going to read this. I have to do a good job.??33H  0޽h ? fp=&___PPT10..}p1E+DV' = @B D' = @BA?%,( < +O%,( < +DH' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+p+0+0 ++0+0 +.  9;0aN0 (  ~  s *  `}      <"` `    <GR1Hr "```  @ `  <  |Wow, everyone s going to read this. I have to do a good job.\?333333  <Ԕ"`,$D0 LAudience, MotivationH  0޽h ? fp=___PPT10..}p1E+D' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*+8+0+0 +  9<0aN0 ^V`(  ~  s *h  `}      <@"` `    <PGCHt^ "``P  ,$@0 @ |  < p ,$0 I guess I ll write about my teacher. I want my parents to know how cool she is. 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LPost Process the latest buzz word (Atkinson, 2003; Matsuda, 2003) In Composition Studies The  social turn Post Expressivism Post Cognitivism Advanced Composition In L2 Writing Post Raimes & Zamel Victory of Genre over Process (Hyland, 2003) Era of multiplicity (Matsuda, 2003) and integrationtYZJZZvZYJj @p       F8Post Process as the Era of Multiplicity and Integration 9 tL2 writing instruction needs to integrate both process and product, and put them in a larger sociocultural context. uu  u >&A Sociocultural Perspective on Writing'' ' jA sociocultural perspective on writing suggests that& Writing is not an isolated skill but a situated activity embedded in a sociocultural context Literacy develops as a result of meaningful participation in the community of practice Writing development happens incidentally as the learner engages in meaningful activities Even advanced users of dominant varieties of English need to be socialized into specific communities of practice. H6ZZZ6  M The Problem  General Skills Writing Instruction (GSWI) does not help students write in other contexts (Petraglia, 1995; Russell, 1995) Even domain specific writing instruction tend to have limited transferability because each writing context is different Sophisticated genre-based writing instruction is more effective for advanced students How do we teach writing to students who are not already participating in the community of practice? (Johns, 2007)&Z   W BIn EFL and School Contexts  !Writing has long been neglected The dominance of English created the need for advanced academic and workplace English literacy But many still struggle to see how writing can be profitably taught in EFL contexts How can sociocultural perspectives be integrated into the teaching of writing? " /Common Assumptions ` 4 Writing instruction is sometimes delayed or even avoided. . . Because it is considered to be the most difficult of the  four-skills ; Because some teachers try to  protect students from engaging in writing activities too early before they are  ready linguistically and cognitively; Because it takes time to read and  correct students texts; and Because students texts are often not interesting to read. :@[@ Z"  Let s Face It`Too difficult? Students who are literate in L1 can benefit from writing activities. Integrating spoken and written language can facilitate the development of all four skills. (Harklau, 2002; Weissberg, 1994)P@!H& " !"&    Let s Face It`Too early? Student at any age or language proficiency can and should engage in realistic writing activities because real learning takes place as learning participate in those activities. (Harklau, 2002; Lave & Wenger, 1991; Russell, 1997)P@5H & " 5"  Let s Face It`Too time consuming? The teacher doesn t have to  correct everything; students can grow on their own or help one another if the teacher can provide appropriate guidance. (Stanley, 1992; Berg, 1999; Zhu, 1995, 2001) h@.H& " " ,""   Let s Face It`,Too boring? If students texts are not interesting to read, it may have something to do with the way assignments are constructed in the first place.X@ & " Q #$   3 The Question   How can we assign these tasks so that they are interesting and stimulating for both students and teachers? &on"  n  4 The Challenge  Traditional approaches to writing instruction see assignments as isolated prompts far removed from the context and the process of writing.   7:Decontextualized Assignments&  ` Describe a task a topic to write about or a type of text to reproduce but not much else; Ask students to write for its own sake; May ask students to consider audience, genre and purpose but don t explain what it means to  consider them or how; and Invite students to see writing assignments merely as exercises or busy work rather than exciting opportunities to engage in written communication.Z  )An Example of Decontextualized Assignment**b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"pA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"UCpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"VDpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"WEpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"XFpA Student s Reactions to the Decontextualized Assignment99b(  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an L2 writing textbook for low-intermediate students0= <"}iDecontextualized Assignments` @+Decontextualized Assignments` lDecontextualized Assignments` nDecontextualized Assignments` O>(Problems of Decontextualized Assignments))b Because students focus is on reproducing the ideal text that they imagine is in the teacher s head, their texts often lack& authenticity audience awareness (other than  teacher-evaluator ) originality enthusiasm desire to communicate and many other qualities of  good writing. Those texts are often not interesting to read!b~@ 0 }"""/&YGTHow can we make writing assignments more interesting for both students and teachers?UUb The Context of Writing` An effective writing assignment puts the writing task in a realistic context of writing, including: Writer (writer s position in a community of literate people); Subject (what writer knows about or want to know more about); Audience (readers who have a real reason to read what the writer has to say); Genre (socially available repertoire of text types).ee"&8"&7"&F"&/""c N=Contextualized Assignments` K:Contextualized Assignments` G6Contextualized Assignments` F5Contextualized Assignments` E4Contextualized Assignments` J9Contextualized Assignments` C2Contextualized Assignments` \JDoes this seem too complicated? b" .Contextualizing a Decontextualized Assignment//b*  Write about someone you admire. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist.  from an ESL writing textbook for low-intermediate students0> ="p\*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. $̙ $̙  $̙ $̙ 7$̙ kW*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. ua*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. lX*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. vb*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. wc*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. xd*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. nZ*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. ye*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. o[*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. zf*Contextualized Assignment: Personal Heroes++` We are going to develop a book on personal heroes. Each of you will contribute a short chapter (1-2 pages) that describes someone you admire and explains why you admire the person. You can choose someone you know very well, such as a family member, a friend, or a teacher, or you can choose a famous person, such as a national leader, a scientist, or an artist. When finished, we will share the book with other classes, teachers and parents. Contextualizing the Assignment`For younger or less advanced students: Specify the writer s role, genre, audience and purpose; Choose a local and familiar audience, genre and purpose; Provide genre examples and explain the context.2''d`Contextualizing the Assignment` For more mature or advanced students: Give students more freedom in choosing the audience, genre and purpose; Move toward abstract and less familiar audience, genre and purpose; Ask students to identify examples of the genre of their choice and to analyze the context. 2&&d`O4Toward an Integrated Approach to Writing Instruction$54b"!4  `Paul Kei Matsuda, Ph.D. Arizona State University, USA matsuda@jslw.org http://matsuda.jslw.org/@a ) a / !"#$%&( + , - . /0123456789:;<=>?.P0Q5R6S8T@VCXDYEZG[H\N_P`rXKP1  !"#$%&'(*՜.+,0     $ On-screen ShowArizona State UniversitySK44\ <Ariallr oSVbNTimes New Roman Wingdings lr ovComic Sans MSStream5Toward an Integrated Approach to Writing InstructionMajor Approaches to L2 WritingHistory of ConflictsPost Process?9Post Process as the Era of Multiplicity and Integration'A Sociocultural Perspective on Writing The ProblemIn EFL and School ContextsCommon AssumptionsLetfs Face ItLetfs Face ItLetfs Face ItLetfs Face It The QuestionThe ChallengeDecontextualized Assignmentsc*An Example of Decontextualized Assignment:A Studentfs Reactions to the Decontextualized Assignment:A Studentfs Reactions to the Decontextualized Assignment:A Studentfs Reactions to the Decontextualized Assignment:A Studentfs Reactions to the Decontextualized Assignment:A Studentfs Reactions to the Decontextualized AssignmentDecontextualized AssignmentsDecontextualized AssignmentsDecontextualized AssignmentsDecontextualized Assignments)Problems of Decontextualized AssignmentsUHow can we make writing assignments more interesting for both students and teachers?The Context of WritingContextualized AssignmentsContextualized AssignmentsContextualized AssignmentsContextualized AssignmentsContextualized AssignmentsContextualized AssignmentsContextualized Assignments Does this seem too complicated?/Contextualizing a Decontextualized Assignment+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal Heroes+Contextualized Assignment: Personal HeroesContextualizing the AssignmentContextualizing the Assignment5Toward an Integrated Approach to Writing Instruction  Fonts Used