An Activity for Teaching
the Purposes of Discourse
Almost all ESL students
know that to write effectively is a source of power. However, many do not fully
understand that the way we employ language affects our discourse. As
ESL/English teachers who constantly focus on developing strong writing skills
in our students, we must also alert our students to the ways in which language
can change when considering audience and purpose. Most of us stress the
importance of having something worthwhile to say, but we need to remind our
students that how we deliver the message is equally important.
The following
introductory lesson, "The Purposes of Discourse," was designed for a
freshman-level, college ESL course whose students possessed a 550 TOEFL score.
However, this approach could be adapted to suit others, such as secondary or
adult language learners. It is best to have 12 or more students to participate
in this exercise.
- Preparation time:
- Supplies needed:
- Index cards, a pen and knowledge of what interests
students
- Activity time:
- Purpose:
- To illustrate via the students' own words how language
changes when we consider purpose and audience. The four primary aims of
discourse are to persuade, to inform, to discover for one's own needs,
and to create.
Using your school campus
and a popular musical group (or any other event with which students can
connect), prepare four index cards with one of the following:
1. You just heard that your
favorite band is playing at the college center on Friday. Unfortunately, you
are scheduled to work at your part-time job. In a letter to your boss, explain
why you need time off on Friday.
2. Your friend plans to
meet you at the college cafeteria before seeing the concert. However, this
friend needs directions since he is does not know the campus. In a note to your
friend, explain how to walk or drive to the school and where to meet.
3. You have just seen a
fantastic concert at the college center. You want to capture the experience in
your diary. In a journal entry for yourself, describe the show and your
feelings.
4. You saw the concert on
Friday. Your English teacher wants you to write a creative story about the
experience. It could take the form of a brief story, dialogue, or poem. In a
short paper for your class, write your creative response to the experience.
Each group of 3 students
receives one card and must work collaboratively to respond to the assignment.
After students have completed the task, ask groups to share what they have
written with the entire class. While listening, record pertinent words and
ideas that the group has employed to adapt its language to the task and the
audience. Discuss the strategies used by the writers and illustrate how the
groups' written work varies. This open discussion of student-generated writing
makes a perfect springboard to launch a more formal exchange about discourse,
tone and style. Students can also evaluate others' effectiveness by analyzing
the clarity and conviction of the written work.
Another caveat is that
this activity illustrates the importance of collaboration, an essential
ingredient in any course; understanding the benefits of collaboration is
especially helpful to the peer editing process that occurs in the drafting of
English/ ESL written works.
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