Chapter Summaries

Chapter 9 – Writing

It is mentioned throughout this chapter that writing has to be implemented with its realistic use
in mind; the writing activities should reflect the realities of the learners in order for them to build a
bigger habit of doing so. This characteristic is crucial not only for the writing skill but for all the
productive language skills equally, otherwise the point of learning a language would be lost within the
classroom and dragged out, unnecessary tasks that demand student’s energy without channeling said
energy in a beneficial way.

The steps of setting up a successful writing activity are stated as an important suggestion
pamphlet. All steps aren’t completely necessary, however it is extremely useful to have the options
available in order to adapt tasks and dynamics depending on the classroom or the topic’s needs; the
latter is a lot easier to manipulate than the first. This “suggestion pamphlet” includes: the introduction
of the topic, the summary of the task, the initial brainstorm session, fast-writing, selection and ranking
of ideas, the styling and format picking, the possibility of models or samples, planification of the text,
correction making, drafting, editing, final production and final grading of said paper.

This last point should be looked at not only as the conclusion of the process of a writing activity,
but also as a learning opportunity for both the teacher and student. Writing activities allow an
unspoken, closer look into the learners’ perspective, they’re writing style or lack of it are indicators of
fields in which they could be excelling or could improve progressively. So as a way of utilizing this duo-
ended learning moment; marking and grading the writing papers should be done in an approachable
tone that celebrates effort and encourages improvement; made with relevant language level in the
classroom.

Maria Claudia Poblete