I will pay for the following article The Theoretical Foundation of the Educator. The work is to be 5 pages with three to five sources, with in-text citations and a reference page. They may expect writers to fill in missing texts and words in structured frameworks or tables. Syntactic, as well as lexical knowledge, is something that may arise owing to this approach. Emphasis is on making error-free sentences. Therefore, little attention is given to the communicative aspect of composition. Meaning-making is not important, and mostly fixed patterns are learned.

The structured model may also be manifested through the form of text functions. Here individuals dwell on the functional use of language in writing. This means that the communicative function is given greater emphasis over other purposes of language. Once again, little emphasis is given on the meaning of words. Instead, writers tend to stress the arrangement of writing instructions in a particular order (Hyland 3).

Therefore, in this type of product-based approach, a teacher will give students functional units to reorder sentences into certain paragraphs. Usually, a student is meant to start their paragraphs using topic sentences and then follow them up with supporting sentences. One ought to have transitioned and then finalize those paragraphs with closing sentences. Therefore, the text function strategy is simply a modified version of the language-structures approach. The only difference is that this strategy is applied on a larger scale to paragraphs. Students may even select suitable sentences for the completion of paragraphs. Instructional strategies are structured in nature, and the overall production of this teaching approach is the development of effective paragraphs.

Conversely, process-based approaches tend to dwell on facilitating writing tasks to make learners more effective. Teachers tend to pay more attention to writers rather than any other aspect of writing. In one form of process-based teaching, educators’ main teaching goal is to foster creativity and self-expression. They believe that students who have a strong sense of self-awareness are the ones who are critical thinkers.

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