Autor: prof. Miulescu Florina Oana
Colegiul de Silvicultură și Protecția Mediului, Râmnicu Vâlcea
It is probably fair to say that, in many English language classrooms around the world less time is devoted to the skill of writing than to reading, listening, and speaking. There are numerous reasons for this, not least of which is the question of time. In many teaching situations, teacheres may see their students for no more than an hour or two a week and writing is seen as time-consuming and perhaps not the best way of making use of such a shortamount of time. Students, too, may feel that writing is an activity best done away from the classroom and that spending valuable classroom time writing in silence is a waste of time.
Another factor that may dissuade teachers from devoting time to writing skills is the fact that written work needs to be corrected. This may not be a problem in a small group, but in a class of thirty or more students, this becomes a real issue-30 minutes work for each student could produce several hours work work for the already stressed teacher. In addition, the idea of writing itsself may have negative connotations for both teacher and students for whom it might hold unconfortable memories of having to write long discursive essays on topics chosen by the teacher. In this respect, it is worth considering briefly what you write on a day-to-day basis: e-mails, notes, memos, messages.
On the other hand, for the teacher, writing is an excellent way to get feedback from the class. The task can be either individual, or a in a small group, and, rather than correcting all the errors, the teacher can respond to the points made in esch letter by writing brief comments or underlining errors to be corrected by the individual student or group. (fragment)