1. Computer Assisted Language Learning (CALL): Developing Writing skills Using Study Skills Success software --- Madhavi

Introduction:

Writing skill occupies a prominent position in ones professional career. According to Pennington (1995) “writing is a thinking process in the sense that one writes to externalize one’s thought, both as a way to express those thoughts to others.” Hampton (1989) defined writing goals:

Writers are independent when they are able to write without much assistance. Writers gain comprehensibility when they can write so that it can be read and understood by themselves and others Writers are fluent when they are able to write smoothly and easily as well as understandably. Writers gain creativity when they can write their own ideas, not copying what has already been written, so that they can be read and understood. According to Lyer (2010), writing skills involve:

Audience: The audience mainly determines the content to be written

Information: This is basically almost the entire information that the writers wish to give the readers.

Tone: The writers must be able to gauge what kind of tone they should use to ensure maximum comprehension and retention by their audience.

Language: It simply means that the writers must be well versed with the fundamentals of the language. These include grammar, spellings, figures of speech, parts of speech, punctuation, etc.

Length: It means the writers must be able to estimate how much they need to write.

The 21st century has seen drastic changes where multimedia technology and use of computers, online resources, audio and video inputs became necessary to face the challenges in ones career. The use of CALL (Computer-assisted Language Learning) systems in language learning programmes represents a shift of pedagogical methods from a traditional teacher-centered approach to a method that is more versatile and student-centered. (Gonzalez, 2003). In the last ten years educational circles have witnessed a dramatic shift from seeing the computer as an adjunct or source of supplementary educational material to treating it as a platform where effective teaching/learning can be promoted. (Warschauer, 1996).

Computer-assisted Language Learning is often considered as an approach to language teaching and learning in which the computer is used as an aid to the production, substantiation and evaluation of material to be learned, usually including a significant interactive element.

Learners are given freedom over their own learning process so that they can decide when to repeat the questions, exercises or sequences based on their own progress. Grammar practice, communication activities and vocabulary enhancement can be acquired with ease and enthusiasm.

Word-processing programmes transform the computer into a sophisticated and flexible writing aid that can improve learners' writing skills and their attitude toward writing. The main principle of word-processing programmes is based on the ability to manipulate text freely. By writing text into the memory of a computer, the writer can play round with his text until entirely satisfied.

The word-processor provides useful practice for guided and free writing. Vocabulary, grammar, punctuation and reading tests have an obvious relevance to the sub-skills that are needed for writing. (Duber, 2000)Cancel reply

Word processor, in this case MS Word, offers some handy tools under its Tools menu which can be applied in improving writing skill. For examples:

Spell checking: it tells the users that the word is incorrectly written, so it can build their vocabulary power.

Grammar checking: it checks for what seem to be simple grammar errors and gives the users list of possible suggestion about the grammar of text in the document. It is one of the most important features as it can be taken by the users as a learning media.

Thesaurus: this feature can help the users finding out the right words to choose because it suggests other word with a similar meaning to the word the users selected.

Dictionary: it is used in language learning as a resource and the users can use this resource for developing language skills especially writing skills.

Synonym and antonym: Supplying synonyms and antonyms can be dealt with very neatly by requiring learners to match items from lists of words”, says Ahmed et al (1985:108).

Study Skills Success (SSS) software:

Writing includes skills that are required to write an essay. It is both useful in academic examination and course work. The unit focuses on discussing essays including IELTS.

Title analysis 1

Title analysis is the foundation of assignment. The software uses Preview, Question, Read and Survey (PQRS) technique for effective writing skills.

e.g. i. How many parts does the assignment have?

one 2. two 3. three Ans - one

ii. what is the question word?

1. discuss 2. view 3.experiment Ans-discuss

iii. What are the other relevant words?

Ans - underlined words in the above example

iv. What is structure of the assignment?

1. list 2. intro + points for and against + conclusion 3. narrative

Ans - intro + points for and against + conclusion

Title analysis-2

Under this, the learner is provided with essay titles. He/she has to try the PQRS analysis. After writing the answer, he/she can cross check by clicking on the PQRS words.

e.g. Trace the development of the United Nations from 1945 to 1989

How many parts are there in the title? - one

What is the question word? - showing one significant event

What are the other relevant words? – Development, UN, 1945 - 1989.

What is the structure? - describing each event in time order and its impact on UN.

Research

After having a clear idea on the question, the learner has to collect the required data. A good answer requires: researching and thinking the subject; using an appropriate style and good range of vocabulary with accurate English; organizing the ideas and presenting the facts in a logical order.

For the writing activities, the learner can click on the web link that contains different exercises.

Essay structure 1

The learner is provided with the main sections of the essay. Some statements are given which have to be arranged according to their functions.

e.g. i. This is where you summarize the main ideas and give your final opinion.

ii. This is the main part of the essay where you lay out the facts for and against.

Introduction - This is the main part of the essay where you lay out the facts for and against

Body

Conclusion - This is where you summarize the main ideas and give your final opinion.

Introduction requires a catchy beginning. Linking the essay with topical or personal experience, defining ambiguous terms, approaching the topic are very critical. Body should present facts in a logical order using topic sentence for opening each paragraph, statements with evidence and connecting ideas using linking words like because, however etc. Conclusion should summarize the main points and relate exactly to the title and should be supported by the body of the essay.

Essay structure 2

Seven extracts are given on ‘Many people believe that vivisection is immoral’. Discuss the view ‘scientists should not perform medical experiments on animals which they would hesitate to conduct on humans.’ The learner has to decide if the extracts come from the introduction (I), points for (F), against (A) or the conclusion (C).

e.g. The end cannot justify the means. Science should only move forward if this can be done without inflicting pain and death on other species.

Ans: C - the conclusion

Essay structure 3

Here the learner is provided with jumbled ideas. He/she should put them in an order according to time and logic.

e.g. Earth becomes warmer Birds lay eggs Ozone layer depletes

Eggs hatch Bird mates More UV light enters.

Time Logic

a. birds build nest a. if more CO2 is produced

b. Bird mates b. Ozone layer depletes

c. Bird lays eggs. c. more UV light enters.

Essay structure 4

Essay structure 4 provides the learner with some structures for effective essay like:

a. Text in time order – e.g. Experimental method in a lab report. Words like first, then, next, finally can be used.

b. Logical text – e.g. Maths calculations. Words like hence, so, if can be used.

c. Parallel text – e.g. Encyclopedia and dictionary.

d. Deductive text – e.g. a legal case study. Words like therefore, so, it can be concluded can be used.

The learner has to write two examples for each structure. Feedback is provided.

Linking ideas-1

Using linking words make writing more effective, clear and easy to understand. Notes on usage of linking words like firstly, therefore, moreover, however etc., are provided in this section.

Linking ideas-2

The learner is provided with an article on ‘water’. He/she has to link ideas together within a paragraph by dragging down the words.

e.g. However second similarly until now

The second approach, adopted in Mongolia, is to deny water to farmers until town people have used it first.

Writing an essay -1

Learner has to write an essay on the above said topic. 40 minutes are given to complete the task. The learner is advised to use all the points discussed in writing skills. Sample essay for the above topic on for, against and impartial is provided. The learner can view these sample essays to compare them with his/her essay.

Writing an essay 2

The learner is provided with some sample essays along with useful research material on the Study Skills

Conclusion:

The skills like analyzing a question, linking ideas together, writing under pressure, analyzing the title, deciding on a structure, separating main points and supporting points, planning the essay are focused. The learners can practice all these topics and enhance their writing skills.