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I ssue N ARTICLE NAME 1 Issue No. 34, January 2017 ISSN: Print 2229-6557, Online 2394-9244 o . 34, J anuar y 2017 Journal of Teaching English Language and Literature FORT ELL Forum for Teachers of English An affiliate of iatefl Language and Literature An associate of International Association of www.fortell.org Teachers of English as a Foreign Language, U.K. FORTELL Issue No.34, January 2017 FORTELL: Issue No. 34, January 2017 ISSN: Print 2229-6557, Online 2394-9244 Journal of English Language and Literature Coordinating Editor A.L.Khanna Editors Rachna Sethi, Ravinarayan Chakrakodi Editorial Committee Manjari Chaturvedi, Gitanjali Chawla, Ruchi Kaushik, Rachna Sethi, Tasneem Shahnaaz, C.Nisha Singh, Mona Sinha, Prem Kumari Srivastava Journal of Advisory Board Teaching English R.K. Agnihotri, Formerly at Department of Linguistics, University Language and Literature of Delhi, Delhi Mohd. Asaduddin, Department of English, Faculty of Humanities and Languages, Jamia Millia Islamia, Delhi Rod Bolitho, Academic Director of Norwich Institute for Language Education, Norwich, United Kingdom R.W. Desai, Formerly at Department of English, University of Delhi, Delhi, Geetha Durairajan, Department of Testing and Evaluation, School of English Language Evaluation, English and Foreign Languages University, Hyderabad, Telengana GJV Prasad, Centre for English Studies, School of Language, Literature and Culture Studies, Jawaharlal Nehru University, Delhi Jacob Tharu, Formerly at Department of Testing and Evaluation, English and Foreign Languages University, Hyderabad, Telengana Prepress Services Copy Editor Forum for Preeti Jhangiani Teachers of English An affiliate of iatefl ISSN 2229-6557 Layout Designer Language and Literature An associate of International Association of FORTELL, January 2017, Issue No. 34 Raghav www.fortell.org Teachers of English as a Foreign Language, U.K. Published by A. L. Khanna on behalf of FORTELL, New CONTENTS Delhi at Modest Graphics Okhla Industrial Area, Phase 2, New Delhi Editorial 5 FORTELL is published biannually (January and July) Articles by the Forum of Teachers of English Language and Literature, New Delhi Using Authentic Literature to Teach Writing: Pedagogy that 7 Disclaimer Transforms Classroom Practice Views expressed in the articles in FORTELL are not Nivedita V Bedadur necessarily those of the Editors or of FORTELL Executive Examining the Role of Print Rich Environment in Developing 13 members. The appearance of advertising in this journal Early Writing does not constitute an endorsement or approval by Deepti Chawla the publisher or coordinating editor, or the editorial committee of the quality or value of the product Teaching Writing to Second/Foreign Language Learners: Writing 19 advertised or of the claims made for it by its advertiser. Skills, Learners’ Problems and How to Deal with Them Copyright S.C. Sood Copyright for the individual contributions remains vested in the authors to whom application for rights to Introducing Free Writing to College Students to Enhance their 25 reproduce should be made. However, FORTELL should Writing Skills be acknowledged as the original source of publication. Divya John FORTELL retains the right to republish any of the contributions in its future publications or to make it What Makes Student Writing Unacceptable? 33 available in electronic form for the benefit of its members. Yasmeen Lukmani Annual Subscription India: R500/- (plus R100 postage charges for subscribers Writing: The Reality of Classroom 40 outside NCR) Prachi Kalra Overseas: $25 Writing Across Disciplines 45 Method of payment Kirti Kapur Online payments Account name: FORTELL, How ESL Teachers can Give Feedback to Treat Writing as a 50 Account No. 176001000001593, Process? Bank Name: Indian Overseas Bank, Punjabi Bagh, Lina Mukhopadhyay New Delhi (India), IFSC Code-IOBA0001760. Translating and Learning to Write 56 Kindly mail payment and personal details to The Coordinating editor at amrit.l.khanna@gmail.com Abhishek Bhaskar and Anchala Paliwal Payment made by cheque/draft The Relationship Between Parental Involvement and Students’ 60 Details of the cheque (Name of the Bank, Cheque/DD no, AESL at Secondary Schools Date of issue, and Amount) and the Subscription Form Rajni Singh and Sanjiv Kumar Choudhary should be sent to The Coordinating Editor, FORTELL, A1A/33B, Janakpuri, New Delhi 110058 (India) FORTELL Issue No.34, January 2017 7 Selecting English Language Materials: Some Factors to Consider 66 From the Editorial Desk Devupalli Vishwa Prasad Writing is an important part of communication. Though we live in a digital world, writing Was it Really for her? Gendered Perspectives on Nationalism 71 skills still play a predominant role. Text messages, social media posts, emails, blog entries, Neha Gaur etc., are all ways of communicating. Writing, whether by hand or with a keypad, still plays an important role in the social, professional and academic contexts of our lives. One of the 77 most challenging tasks in the classroom has been the teaching of writing skills. Teaching The Development of Theoretical Principles of Dalit Literature writing is challenging because when students produce a piece of writing, they have to deal Vikas Singh and Vikas Jain with many different elements such as content, syntax, grammar, mechanics, word choice and organization. The theoretical perspectives as applied to the teaching of writing, the Interview challenges faced in the teaching and learning of writing skills and the options available to teachers are the focus in this issue of FORTELL. To engage the interests of readers and Rachna Sethi in Conversation with Professor Christel R 83 contributors alike, we have also addressed other concerns of English language and literature Devadawson through articles, book reviews and an interview with Professor Christel R. Devadawson. Book Reviews Nivedita V. Bedadur lays emphasis on using authentic material to teach writing in her article. She argues that in the product approach, the writer is not involved and hence the write-up Review of Chakrakodi’s Learn English Teach English: English 88 lacks a distinctive voice. On the other hand, in the process method called CODER, writing Skills for Teachers is more important than spellings, layouts and standards of correctness. Like Bedadur, Deepti Santosh Mahapatra Chawla also gives importance to the use of authentic material. She discusses that wrappers, menu cards, metro time tables and flyers can be used to create a print rich environment in the classroom; not only will this aid learning, but it will also provide the learners with a In Which Margaret Atwood Revisits Shakespeare’s Brave New 90 connect with life rather than reproducing in writing things learnt by rote. World: A Review of Atwood’s Hag-Seed In S. C. Sood’s article, process and genre-based approaches to teaching writing have Saloni Sharma been discussed and the experiences of L2 students in writing various genres have been examined. Divya John looks at the advantages of free writing in increasing the speed as Language Activities well as the thought process in writing based on her experiences with a group of students in an engineering course. Yasmeen Lukmani reveals the inadequacies in student writing that Activities for the Language Classroom 92 constrain the meaning. She also looks into the different factors that subject teachers and Nupur Samuel English teachers consider as important when marking student scripts. Prachi Kalra picks up on a problem frequently encountered by teachers, that of children Reports being reluctant writers. She emphasizes that talking, reading and writing go hand in hand, Talk on Indian Classical Literature at Rajdhani College 96 and stresses on the need to move beyond the focus on rigid format, and instead feels the students should be encouraged to look for a form which fits their functional purpose. Like Varsha Gupta Kalra, Kirti Kapur gives importance to process writing, to encourage thinking and learning. She opines that right from content selection to the production of the final draft, critical Writing With a Purpose: Annual Lecture at MAC 97 thinking and writing go hand-in-hand. Sangeeta Mittal Lina Mukhopadhyay takes the idea of teaching writing further by discussing the usefulness of feedback to appreciate what the learner has achieved. She provides various suggestions to enable learning through pedagogic feedback, both direct and indirect, and makes a case for keeping a record of student growth across sub-skills. In their paper, Bhaskar and Paliwal approach the problem of resistance of the students towards writing, and suggest that unconscious translation from L1 to L2 must not be rejected. The writers propose that an understanding of the processes and procedures of translation be used for language acquisition and supporting the writing skills of L2 learners. Rajni Singh and Sanjiv Kumar Choudhary move away from the issue of writing to examine FORTELL Issue No.34, January 2017 FORTELL Issue No.34, January 2017
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