Teaching Writing to EFL Students

Writing Subskills- Approaches to Teaching Writing-

Mix of Both Approaches- Mini Model Lesson

Writing Subskills

• Literacy of a foreign language (Learning how to write letters and words)• Use of standard grammar

to express a particular meaning.( Tenses-Conditionals etc.)• Paraphrasing (use of

synonyms, antonyms, and other literary devices)

• Use of cohesive devices. (Pronouns-demonstratives- conjunctions etc.)• Paragraphing • Use of writing strategies such

as planning-writing topic sentences- developing ideas-drafting-redrafting-peer correction-proofreading) • Writing fluency (the ability to

write at an efficient speed

Approaches to Teaching WritingProduct Writing (Text-based)

• Traditional approach• Model text is provided for analysis

and imitation.• Key features of the text are

highlighted. • Organization of ideas is important.• Emphasis is on the product.

Process Approach (Task-based)• Focus is on a variety of classroom activities.

(Writing as a process)• Brainstorming ideas by students as a starting

point of the lesson• Students analyze the quality and usefulness of

ideas before writing.• Drafting in pairs or small groups• Students exchange drafts and write their

feedback.• Drafts are returned and improvements are made

based on peer feedback.• A final draft is written.• Students once again exchange and read each

other's work and perhaps even write a response or reply.

Teaching writing (Mix of both approaches)

Stages of a Writing Lesson

1- Lead-in

• set up a context through visual, short story, short listening etc.)

Why? •To activate prior knowledge (Schemata) of the topic•To generate interest in the theme of the model

2- Pre-teach blocking vocabulary

•Use visuals, realia or other presentation means, or teach via guided discovery.

3- Give a prediction task

Ask students to predict the topic from a picture and the

writer’s opinion or the ending of a story etc.

4- Provide a model text of a similar topic as a reading task.• Give instructions that students will read faster and answer 2 or 3 gist

questions.• Check your instructions using Yes/No questions if possible.• Give your reading worksheets with skimming questions.• Stress the short time of the task.

4- Model

5- Skimming

5- Students do a skimming task (Make sure you spend short time on this task because it is not your

lesson objective)

6- Scanning 6- Set a scanning task with a few questions. Remember, the purpose of the reading is to further develop an interest in the topic and provide a reading source for students to fall back on before and while writing)

7- Brainstorming of Ideas

7- Ask students – in pairs or small groups- to think of ideas and write them down as notes then in sentences. • You might need to model a sentence on the board.• Each pair should discuss their ideas and write them down

in sentences.

8- Brainstorming Feedback

8- Provide a feedback session to check pairs’ ideas and write them on the board for clarification, or ask students to write them on pieces of paper.

9- Useful Language

9- Provide important useful phrases and linkers to help students start sentences and link them appropriately.

10- Writing Task10- Set the writing task of your topic and tell students not to write their names on their sheets of paper.• Monitor students’ work and provide help with vocabulary and grammar

if needed.• Try to stress independence and use of dictionaries as well as other

possible aids. • Give student extra time on this task because it is your main lesson

objective• Stress the importance of register if needed (Formal/informal/Neutral

language)

11- Peer Check (Task not grammar)11- Ask students to stick their writings on the walls, or exchange them, and then check the topics they like. • this task should be short.• Students read the topics fast and check or not.• This activity appeals to kinesthetic and visual students, develops

reading for gist and provides the teacher with the time to note common mistakes and write them on the board.

12- Task Feedback12- Ask the more fluent students to talk about their topics and invite whole class discussion.• This discussion makes students feel appreciated for their writing,

which helps them realize that their writings have a purpose and audience.• It also develops students’ fluency , particularly when they had

developed a background about their written topics.• It provides a variety of activities to a writing lesson.

13- Error Correction

13- elicit correction of common mistakes on the board. •If you see a lot of mistakes, you can design a grammar or vocabulary lesson in later classes.

Summary of Stages (60-minute Lesson)

• 1- Pre-reading of a model text (Lead-in) 3-5 mins• 3- Skimming Task (Instructions- Check- Task-Feedback) 3-5 mins• 4- Scanning (Instructions- Check- Task-Feedback) 5-7 mins• 5- Brainstorming Ideas Feedback 5-7 mins• 6- Useful Language (Presentation) 3- 5 mins• 7- Writing Task (Instructions- Check- Task) 10-15 mins• 8- Task Peer-check 5-6 mins• 9- Task Feedback 4-5 mins• 10- Cold Correction 4-5 mins

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