STUDENT NO: 55920330
STUDENT NAME: SONJA DAVIES
SUBJECT: LADLANA
ASSIGNMENT: 2 (TWO) Year Module
DUE DATE: 21 June 2019
UNIQUE ASSIGNMENT NO: 886869
TABLE OF CONTENT
CONTENT PAGE
Student details 1
Table of contents 1
Declaration regarding Plagiarism 1
Question & Answer no: 1 2&3
Question & Answer no: 2 3-5
References 5
DECLARATION REGARDING PLAGIARISM
NAME: Sonja Davies
STUDENT NUMBER: 55920330
ASSIGNMENT TOPIC: Teaching Languages
ASSIGNMENT NUMBER: 2
UNIQUE ASSIGNMENT NUMBER: 886869
I declare that this assignment is my own original work. Where secondary material has been used
(either from a printed source or from the internet), this has been carefully acknowledged and
referenced in accordance with departmental requirements. I understand what plagiarism is and
am aware of the department’s policy in this regard. I have not allowed anyone else to borrow or
copy my work
Signature:
Date: 21 June 2019
1
, ASSIGNMENT 02 (100 marks)
Due date: 21 June 2019
Unique number: 886869
Question 1
1.1. Give a detailed discussion of the process approach to writing. (20)
The process approach to writing recognises that although all students must end up with the end
product of a written piece of work, the way in which they go about writing is a different process for
all students. It is thus important for learners to be taught that they will have to review their work
before submitting it as their final piece of work. It is important to teach students that their writing
tasks need to be approached in a systematic manner, following a structured approach – this is
especially beneficial for students who need further guidance when writing.
When it comes to topic selection, students may choose their own topics (either drawn from a specific
area of the work being covered or any topic). Teachers are then required to inform and teach the
learners about the writing process and about writing forms. Unlike the traditional approach, the
process approach to writing puts emphasis on the process that learners use when writing and not the
end result. Learners thus take ownership of their writing and of their individual, unique process.
Learners are able to collaborate with other students and share their ideas in groups. The process
approach also allows students to write for a genuine audience and not just their teacher. By writing
rough drafts, students are able to pour out all of their fresh ideas and can then edit and revise them
into refined ideas for their final copies. During editing, learners are able to correct their mistakes and
get feedback from their teacher. The process approach gives learners more time to work on their
writing and does not rush their work – they are able to gain constructive feedback from their teacher
during the process which greatly improves the end result.
1.2. Explain how you would take your learners through this process (the process approach to
writing) when writing a formal letter (any formal letter). (30)
When looking at guiding learners through the writing process, one must first consider orientation to
the writing task (also referred to as ‘pre-writing activities’. During this step, it is important to show
students that the most important aspect of writing is not to finish the task, but rather to get a specific
result. The learner must be made aware of who the target group is that they are addressing through
their writing and what the goal of the writing is. In a formal letter scenario, students will be told who
the letter must be addressed to and why the letter is being written. An example would be to tell the
students that they need to write formal letters to the manager of a restaurant as they will be applying
for a job as a server – the goal of the letter is to state why they would be a good person to hire for the
job. The students would then have an idea of who they are addressing and why they are writing a
formal letter. It is important for students to know that not all letters/writing requires the same kind
of jargon and that some pieces of writing require more formal language than others. During this step
in the process, great significance is placed on teachers providing students with examples of similar
writings. Students cannot be expected to grasp the concept of a formal letter without having seen one
– this means that the teacher must provide students with examples of formal letters and provide them
with the correct format which must be used.
Once the learners have grasped an idea of the type of text which is required of them, they must begin
planning the text. Firstly, teachers can help students analyse the topic and understand for themselves
what they could do with the topic. This can be done through brainstorming, word chains,
free/unstructured writing and interviews. Brainstorming refers to a technique which allows children
to ‘throw around’ all the ideas they have about the topic and write them on the board; these topics
are then refined and categorised – the children can make use of these words when writing. Another
way of doing this is through word association. Word chains refer to a mind map for the topic (this will
help children who work well with visual cues). Freewriting is a technique which gives students a set
amount of time to just write as much as they can without thinking – this allows students to write
without worrying about structure or format. This allows for students to organically come up with
2
STUDENT NAME: SONJA DAVIES
SUBJECT: LADLANA
ASSIGNMENT: 2 (TWO) Year Module
DUE DATE: 21 June 2019
UNIQUE ASSIGNMENT NO: 886869
TABLE OF CONTENT
CONTENT PAGE
Student details 1
Table of contents 1
Declaration regarding Plagiarism 1
Question & Answer no: 1 2&3
Question & Answer no: 2 3-5
References 5
DECLARATION REGARDING PLAGIARISM
NAME: Sonja Davies
STUDENT NUMBER: 55920330
ASSIGNMENT TOPIC: Teaching Languages
ASSIGNMENT NUMBER: 2
UNIQUE ASSIGNMENT NUMBER: 886869
I declare that this assignment is my own original work. Where secondary material has been used
(either from a printed source or from the internet), this has been carefully acknowledged and
referenced in accordance with departmental requirements. I understand what plagiarism is and
am aware of the department’s policy in this regard. I have not allowed anyone else to borrow or
copy my work
Signature:
Date: 21 June 2019
1
, ASSIGNMENT 02 (100 marks)
Due date: 21 June 2019
Unique number: 886869
Question 1
1.1. Give a detailed discussion of the process approach to writing. (20)
The process approach to writing recognises that although all students must end up with the end
product of a written piece of work, the way in which they go about writing is a different process for
all students. It is thus important for learners to be taught that they will have to review their work
before submitting it as their final piece of work. It is important to teach students that their writing
tasks need to be approached in a systematic manner, following a structured approach – this is
especially beneficial for students who need further guidance when writing.
When it comes to topic selection, students may choose their own topics (either drawn from a specific
area of the work being covered or any topic). Teachers are then required to inform and teach the
learners about the writing process and about writing forms. Unlike the traditional approach, the
process approach to writing puts emphasis on the process that learners use when writing and not the
end result. Learners thus take ownership of their writing and of their individual, unique process.
Learners are able to collaborate with other students and share their ideas in groups. The process
approach also allows students to write for a genuine audience and not just their teacher. By writing
rough drafts, students are able to pour out all of their fresh ideas and can then edit and revise them
into refined ideas for their final copies. During editing, learners are able to correct their mistakes and
get feedback from their teacher. The process approach gives learners more time to work on their
writing and does not rush their work – they are able to gain constructive feedback from their teacher
during the process which greatly improves the end result.
1.2. Explain how you would take your learners through this process (the process approach to
writing) when writing a formal letter (any formal letter). (30)
When looking at guiding learners through the writing process, one must first consider orientation to
the writing task (also referred to as ‘pre-writing activities’. During this step, it is important to show
students that the most important aspect of writing is not to finish the task, but rather to get a specific
result. The learner must be made aware of who the target group is that they are addressing through
their writing and what the goal of the writing is. In a formal letter scenario, students will be told who
the letter must be addressed to and why the letter is being written. An example would be to tell the
students that they need to write formal letters to the manager of a restaurant as they will be applying
for a job as a server – the goal of the letter is to state why they would be a good person to hire for the
job. The students would then have an idea of who they are addressing and why they are writing a
formal letter. It is important for students to know that not all letters/writing requires the same kind
of jargon and that some pieces of writing require more formal language than others. During this step
in the process, great significance is placed on teachers providing students with examples of similar
writings. Students cannot be expected to grasp the concept of a formal letter without having seen one
– this means that the teacher must provide students with examples of formal letters and provide them
with the correct format which must be used.
Once the learners have grasped an idea of the type of text which is required of them, they must begin
planning the text. Firstly, teachers can help students analyse the topic and understand for themselves
what they could do with the topic. This can be done through brainstorming, word chains,
free/unstructured writing and interviews. Brainstorming refers to a technique which allows children
to ‘throw around’ all the ideas they have about the topic and write them on the board; these topics
are then refined and categorised – the children can make use of these words when writing. Another
way of doing this is through word association. Word chains refer to a mind map for the topic (this will
help children who work well with visual cues). Freewriting is a technique which gives students a set
amount of time to just write as much as they can without thinking – this allows students to write
without worrying about structure or format. This allows for students to organically come up with
2
