Different models or theories of teaching writing in TESOL (Teaching Essay

Different models or theories of teaching make-up in TESOL (Teaching English to Speaker of Other Languages) - Essay mannikinLearning academic English composition skills can be especially challenging and stressful for ESL students. In addition to mastering the linguistic and grammatical features of write English, second language students must learn to think, create and compose in ways that may be quite unfamiliar and different from those in their essential language (Swales, 2004 Crystal, 2003).While there is a plethora of methods or approaches that have been used in the teaching of writing (see, for example, Kroll, 1990 Petrosky & Bartholomae, 1986), this paper focus on the study instructional practices which are widely used in English as secondary language teaching the controlled composition approach, the current-traditional rhetoric approach, the communicative approach and the deal approach. It discusses first the earliest approaches, then the more recent ones, with a particula r focus on the process approach. The process approach is discussed in greater incident because it is widely used in TESOL.The structuralist linguistic view dominated theory and practice in the field of ESL literacy and almost exclusively guided pedagogy until approximately the middle of the 1960s (Kaplan, 1988 Crystal, 2003). L2 writing instruction was no exception in following audio-lingual teaching methods. Although writing was considered one of the survival language skills, writing was taught as a subsidiary component to oral language and was usually not dealt with until after students had acquired oral competence in English. It was believed that oral competence would automatically lead to written competence (Grabe & Kaplan, 1996). The primary technique of writing was called controlled composition, or guided composition, which modelled the audio-lingual method of second language teaching, focusing on fall out forms of spoken English rather than on written language (Mangelsdor f, 1989 Silva, 1990). Writing was seen as a