Writing is an integral part and one of the goals of EFL Teaching. The methodological advantage of using writing at English classes is that it involves to work all students of the group. They have a good opportunity for self-expression and assurance in their own strength. Writing as a process fulfils several didactic functions. It serves as: - a means of students’ language competence;
- a means of students’ professional education;
- a means of education and formation of students’ inner, spiritual world.
According to the Common European Framework of Reference for language learning writing has acquired the status of an independent index in language competence. Developed on the basis of the Common European Framework Curriculum for language instruction has presented new requirements to teaching writing to the University students. The issues of teaching writing have been studied by many Ukrainian and foreign methodologists including S. Nikolaeva, I. Andrijko, P. Babinska, S. Gaponova, G. Kolker, M. Khil, N. Anderson, K. Thayle, W. Barnwel and others. Despite the fact that the researches of teaching writing issues are numerous the search of effective ways and methods for teaching writing to the University students deals with topics of the present day methodology. The first-year syllabus strives to:- further develop writing skills for general communicative purposes;
- raise trainees’ awareness of their preferences in learning strategies’ contribute to building a coherent sense of group identity inside and outside the class. By the end of the first-year of study trainees are expected to write within the range of topics specified by the syllabus, and to produce the following types of texts:
- personal and formal letters of different kinds;
- simple narratives;
- short compositions;
- descriptions of people, places, objects, events.
The students should be able to use grammar correctly; use a range of vocabulary sufficient to perform writing tasks envisaged by the syllabus; combine ideas using a limited range of cohesive devices and a range of sentence patterns; organise their pieces of writing in a manner appropriate to a text type; summarise information; relate experiences, describing feelings and reactions; use appropriate language to express opinions. The analyses of the Ukrainian and foreign literature gives us the opportunity to make a conclusion that in the methodology of teaching foreign languages three main approaches prevail. They are: the process approach, the balanced approach, and the non-directive approach. Each of them has its own peculiarities.1. The process approach is an approach, which is based on the processes that competent writers use when they write and has been gaining ground in both first language and second-language situations. It is a multiple-draft process which consists of: pre-writing; writing a first draft with an emphasis on content; writing second and third drafts to revise ideas and the communica-tion of those ideas. The main features of the approach analyzed are: an emphasis on writing as a way of learning as well as communicating; a view of writing as a recursive process that can be taught; a willingness to draw on other disciplines; a method of evaluation that determines how well a written product adapts the goals of the writer to the needs of the reader as audience; the principle that writing teachers should be people who write.2. The balanced approach involves a combination of the communicative ap-proach and the process approach to writing. It is based on the following:- people write to communicate with readers;
- people write to accomplish specific purposes;
- writing is a complex process. The main principles and techniques of the balanced approach are:
- writing is the focus of attention in writing classroom, it should always be supported by other skills;
- students should do as much work as possible, not a teacher;
- students should work together on a lot of the activities through a pair and group work;
- the important part of the writing experience is when students exchange their compositions.
Practicing that activity they develop an awareness of the fact that a writer is producing something to be read by someone else.3. The non-directive approach is based on counseling techniques, in which a teacher asks for more information, shows appreciation for what a student says, uses acceptance and approval words, and tells the students that their ideas are not strange. All this helps students to build their self-esteem and self-confidence. An overview of the approaches analyzed allows to draw a conclusion that the above mentioned approaches overlap and a teacher has to single out the most effective techniques from every approach and apply them in teaching practices. The most effective techniques that we find applicable and effective for teaching first-year University students are as follows:- an emphasis on writing as a way of learning as well as communicating;
- a written product should adapt the goals of the writer to the needs of the reader as audience;
- a written product must accomplish specific purposes;
- writing should always be supported by other skills;
- students should do as much work as possible to achieve certain purposes.
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SM ISO690:2012
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