标题：The Challenges and Opportunities for Writing: A Concise Study Based on Innovative Methods of Teaching and Learning Techniques in Relation to Writing
期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2019
卷号：8
期号：1
页码：1-9
出版社：Brahmaputra Publishing House
摘要：There are so many challenges involved in developing and successively writing centres
in tertiary contexts vary in different part of the world. These challenges include identifying the
role Writing Centres need to play in the compensation of basic academic literacies. Higher
cognitive skills such as synthesis and analysis are developed through spoken (teaching) and
written (writing) language. This also mainly emphasizes writing as a mode of learning and
teaching. Academic discourse is a clear and obvious distinct written form, comprising often
implicit conventions which dictate appropriate use of lexicogrammatically structures. Each
discipline of study also has its own particular 'dialect' which is unique in its own form. Acquiring
these 'foreign' methods of communication and writing poses a challenge to many students, not
only English Language students. Thus, providing access to academic and disciplinary discourses
discussing how a text works in a controversial manner while involving students to this discourse
would be a challenge that is to be faced. This article examines some key pressures in Writing
Centre practices in the Middle East context, and the challenges and opportunities for writing. It
also explores how establishing the Writing Centres at the University level would address some of
these challenges, and looks at the potentials for Writing Centres in tertiary institutions.
The purpose of the study is to investigate how students could be motivated by teachers with selfinterest
and new innovative methods of teaching and writing which could be utilized and
integrated with technology and real-life scientific materials to stimulate the creativity in students.
Several real-life experiences with activity-based sessions integrated with online teaching and
writing would be initiated for the better understanding of the students. In this study the
relationship between teacher learning and collaboration in innovative terms would be explored.
This study uses an interpretive methodology, which is qualitative analysis rather than
quantitative analysis. The main data can include students’ online data, interactions, and the
teacher’s journals. If implemented the results also will show that this study provides information
to enhance students’ expression of sensitivity, fluency, flexibility, originality, and elaboration of
creativities and their skills. Students’ creativity would be motivated by the online interactivities
and the teacher’s inquiry.
