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Name :Kristina Mbagho

Class :E

Final test: Seminar ELT

Summary

USING BRAINSTORMING TECHNIQUE TO IMPROVE STUDENT’S ABILITY IN WRITING


DESCRIPTIVE TEXT

 Brainstorming technique is a quick way to generate a lot of ideas on a subject. The purpose is
to make a list of as many as ideas possible without worrying about how will use them.
brainstorming as a prewriting technique of focusing on a particular subject or topic and freely
jotting down any and all ideas which come to your mind without limiting or censoring
information
 Bello (1997), writing, as a productive language skill, plays an essential role in promoting
language acquisition as learners experiment with words, sentences, and large chunks of
writing to communicate their ideas effectively and to reinforce the grammar and vocabulary
they learn in class.
 Writing is an important skill to be mastered in learning English as a foreign language
 Bello (1997) states that writing enhances language acquisition as learners experiment with
words, sentences, and other elements of writing to communicate their idea effectively, and
to reinforce the grammar and vocabulary they are learning in class
 According to Brown (2007: 8), teaching can be defined as showing or helping someone to
learn how to do something, giving someone instructions, guiding someone in study or
something, providing someone with knowledge, and causing someone to know or understand
 Description is writing about characteristic features of a particular thing. According to Oshima
and Hogue (1997:50), descriptive writing appeals to the senses, so it tells how something
looks, feels, smells, tastes, and/ or sounds. In addition, a good description is like a “word
picture”; the reader can imagine the object, place, or person in his or her mind.
 The generic structure of a descriptive text are as follows:

(1).identification: an introduction to the subject of the description

(2).description of features: describe the characteristic features of the subject

 The language features of a descriptive text are follows:

(1).use of particular nouns

(2) use of detailed noun groups to provide information about the subject

(3) use of a variety of types of adjectives


(4).use of related verbs to provide information about the subject

(5). use of thinking and feeling verbs to express the writer’s personal view about the
subject or to give an insight into the subject’s thoughts and feelings

(6). Use of action verbs to describe the subject’s behavior

(7). use of adverbials to provide more information about this behavior

(8) use of similes, metaphors and other types of figurative language, particularly in
literary descriptions.

 Harmer (2001: 261-262) says that although the teacher need to deploy some or all of
the usual role when students are asked to write, the ones that are specially important
are as follows:
(1). Motivator
One of the teacher principal roles in writing task will be to motivate the
students, creating the right condition for the generation of ideas, persuading them of
the usefulness of the activity, and encouraging them to make as much as effort as
possible for maximum benefit.
(2). Resource
Teachers should be ready to supply information and language where necessary.
(3). Feedback provider
Giving feedback on writing tasks demands special care. Teachers should respond
positively and encouragingly to the content of what the students have written