Going beyond the Sentence: Implications of Discourse Analysis for the Teaching of the Writing Skill

Abstract

Theoretical & didactic aspects of teaching writing skills in second-lang instruction are discussed. The criteria for the establishment of discourse categories are examined & their application in the teaching of writing is suggested. The need to make the learner aware of the distinction between an objective situation requiring descriptive writing & evaluation involving subjective assessment is noted. The interrelationships between the categories of situation, evaluation, problem, & solution is schematically demonstrated. Z. Dubiel.