1.

the evaluation of writing exercises of english textbook entitled ”x”

based on alan cunnigswort checklist
2. starts with the abstract and at the end the key words
3. INTRODUCTION
4. there are four language skills that have to be mastered by the
students’, namely speaking, listening, reading, and writing.
5. writing is a very complex activity because it involves other items
such as vocabulary (for expressing ideas), grammar (for accuracy)
and organization skills (paragraphing).
6. an IELTS textbook is a reliable teaching-material that includes
writing exercises which lead the learners to achieve the
competency as demanded in the IELTS exam. The IELTS exam
assess the writing part on the folllowing criteria: task achievement,
coherence and cohesion, lexical resource and grammatical range and
accuracy.
7. the IELTS writing part consists of two separate writing tasks. The first
one takes about 20 minutes and the students has to accurately describe
and summarise visual information. The information can be presented
in a diagram, map, graph or table. The second task takes about 40
minutes and the student must write a discursive essay. The student is
given a situation, problem and he needs to give his opinion. He must
prove his abilities to present the situation, to evaluate it and compare
or challenge the ideas.
8. nowadays, there are so many published textbooks for IELTS
exam. It is the job of the teacher to choose the appropriate
textbook for his/her group of learners. There is no perfect
textbook and that is why the teacher should make use of it but also
come with other material suitable for the learners.
9. this paper focuses on the relevance of integrating the four traditional
language skills in the EFL classroom
10. grammar and vocabulary are not longer considered to be enough in
the EFL classroom. Cultural, social and discourse conventions are
included in the classroom input.
11. CBI and TBI are two preffered approaches because they promote
meanigful engagement with content learning, language skills
development, turning learners into more knowleadgeable citizens of
the world.
12. the present paper is structured into 2 main sections.
13. theoretical framework
14. The EFL learners have to know at the end of the learning process how
to communicate effectively.
15. If communicarion is the goal here, than there should be a focus on
language use and on fluency rather than on accuracy.
16. CBI approach is followed by TBI which states clearly that language
interaction should be integrated in a classroom and also to use
authentic texts.
17. the emphasis on speaking or reading proficiency should not affect
the use of the other skills, which can end up being neglected.
18. many think that reading should be taught in association with the other
skills.
19. the four skills must work together to visualize the entire picture of
interactive language teaching.
20. in the writing process, learners become writers or creators of
language. Even though in the past there was a lot of emphasis on the
final produc without worring about prewriting stages, nowadays the
writing process involves three stages. Firs you draft, you review and
then improve the final product.
21. the plethora of materials
22. the evaluation will be made for the purpose of finding out if
textbooks that prepare for the IELTS exam focus more on the
preparation of speaking, listening and reading part than on the
writing part.
23. the framework I intend to propose will be oriented through
analysing two teaching materials that prepare for the IELTS
exam. The evaluation will focus on the writing activities that
prepare for the IELTS writing part test. The pre-use evaluation,
will follow the checklist proposed by Alan Cunnigsworth, The
criteria will measure the writing activities from the two textbooks
and if they are adequate for preparing for the IELTS writing test.
24. Such an evaluation is conducted for fullfiling the need of teachers
who want a suitable textbook to prepare the learners for the
writing part.
25. I would, however, need to specify that the evaluation part does not
stop here. After the textbook is used in an EFL classroom, the
following step is to evaluate again if the textbook has fulfilled the
requirements specified in the pre-use evaluation.
26. Over the years, numerous checklists have been developed to help
teachers choose the right textbook.
27. of course, there is no checklist that is said to be completely
effective and operative in ElT context.
28. The evaluation will be focused on pedagogic focus, on writing
materials.
29. the first step is to evaluate the book against its content in relation to its
professed aims.
30. asess their suitability to the particular circumstances of the IELTS
exam
31. if a coursebook states as an underlying principle of its materials that
students need to engage in authentic communication
32. some aspects are to be evaluated based on textbook evaluation
checklist by Alan Cunnigsworth including
33. this study is important as it hope will fiind out the strength as well as
the weaknesses areas of the coursebook.
34. textbooks are the backbone of every educational system.
35. the evaluation of the textbooks help the teacher to identify possible
weaknesses and strengths.
36. the pre-use evaluation or predictive evaluation helps teachers to
select the suitable textbook by considering its prospective
performance.
37. no sufficient number of exercises meant for practicing writing.
38. the focus of the efl textbook should be on developing
communicative competence of the students rather than
grammatical competence.
39. the activities and tasks built in each unit of this textbook around
four major language skills. However, the balance between
listening, speaking reading and writing skills development is
appropriate to the learners and learning situation.
40. the textbook devoted a particular space for two language skills that is
listening and speaking.
41. reading is paid little attention and writing is just limited to some
units.
42. Writing exercises are limited, but they are good tasks of writing
intended to improve writing ability of the students as well as to
practice the grammatical structures presented in each lesson. (The
textbook incorporated actual activities and tasks like writing letter of
application and curriculum vitae (lesson 2). There are also challenging
writing tasks, for example, news item text (lesson 4).
43. the teacher’s job is not only to evaluate students but teaching
materials as well.
44. grammar focus – sequenced exercises that allow the student to
focus on the new grammar point and solidify their learning
45. listening focus – functional conversations that introduce the target
grammar.
46. speaking foucs – interactive speaking task focused on the student\s
production of vocabulary, grammar and functional language.
47. reading and writing focus – thematic passages that incorporate
personalized writing activity t
48. reason for studying the target language to pass the IELTS exam.
49. There are eight criteria: 1) Aims and approaches, 2) Design and organization, 3)
Language content, 4) Skills, 5) Topics, 6) Methodology, 7) Teacher's Books, and
8) Practical Considerations. – cunnigsworth
50. the evaluation of writing exercises of IELTS textbooks entitled
51. There are many textbooks that claim they are suitable for succeeding in the
IELTS exam. Many authors claim that there should be a balance between the
four basic skills of English in textbooks. Based on this statement, in this paper
the focus is on evaluating two IELTS textbooks. In this evaluation the focus is
on writing activities.
52. the aims of this evaluation is to fiind out if the writing exercises are treated
in the same way as the other skills and whether these writing activities are
enough to pass the IELTS exam, especially the writing test.
53. In the evaluation of the two textbooks, a pre-use evaluation will be carried
aut and data for the research will be taken from two IELTS textbooks.
54. descriptive research. where you collect data, analyze them and draw a conclusion
based on the data.
55. The object of this research is writing exercises of IELTS textbooks entitled based
on Alan Cunnigsworth checklist. the source of the data
56. the writing exercises provided in the textbook
57. which types of exercises are presented in the textbook
58. comparing writing skill exercises developed in the textbook with other skills
59. describe whether the writing exercises are compatible with the requirements
of the checklist and of the IELTS exam.

a. the four traditional language skills in the EFL classroom

b. evaluation tool
c. second language learning exceeds the limits of memorizing vocabulary items and
grammar rules
d. the aim of this paper is to show what kind of writing activities are in the textbooks,
how the writing skill is integrated compared with the integration of the other skills.
e. the present paper is structured into two parts: the theoretical part and the
evaluation part.
f. this evaluation is carried out with the hope that will help the user (teacher,
students) to decide which IELTS textbook better fits his purpose.
g. these four skils also include associated skills, such as grammar and vocabulary,
spelling, pronunciation.
h. pay attention to language use, fluency, authentic language
i. what is worth mentioning, however,
j. the four basic skills offer a communicative framework that leads to meanigful
learning.
k. language is learnerd within a framework that focuses on complex, authentic
context.
l. CBI allows for the integration of language skills. CBI + TBI are two integrated-
skill aproaches
m. TBI emphasize the need to communicate from authentic texts in learning situations
n. caveat = detail
o. TBI resorts to real-word tasks
p. speeches, conversations, interviews, media extras
q. learners are exposed to authentic language
r. are challenged to communicate naturally
s. gain a picture of the complexity of the English language for communication
t. teachers should select textbooks that promote the integration of listening, writing,
reading and speaking
u. understanding and performing the english language is going to be achieved only if
these skills are developed and learned properly
v. Hopefully, the results from the pre-use evaluation will help teachers, designers of
textbooks to improve the IELTS textbooks or complement them with other
supplementary teaching materials.
w. no matter the level of education, the four skills of language should be given equal
importance.
x. appropriate emphasis is not given on learner s speaking and writing skills.
y. written communication is a basic life skill. take notes, write letters, reports, stories.
z. the study is intented to find out
1. it is essential to integrate all four skills ensuring equal amount of concentration
in each of them.
2. to learn to communicate in authentic and real contexts means to be able to use
the second language inside and outside the classroom.
3. when we learned our native language, we usually learned to listen first, then to
speak, then to read and finally to write.
4. form-focused instructions pronunciation grammar and vocabulary
5. meaning-focused instructions speaking writing
6. speaking involves only expressing ideas on the spot but writing needs the
organization skills the presentantion of thoughts in a structured way.
7. when learners have a good command of the writing skills they consolidate their
grasp of vocabulary, grammar, structure and paragraphing, spelling and it
complements listening, speaking and reading.
8. spelling, punctuation, paragraphing and organizational skills are the nuts and
bolts of writing harmer
9. the piece of writing needs to be formulated correctly and be accurate. in order
for this to happen learners need to practice grammar, vocabulary spelling
 punctuation, layout (formal/informal, scientific reports, diaries, notes) linking
ideas and information to develop an argument, style.
10. the stages of writing: controlled, guided, free writing.
11. reinforcement writing
12. preparation writing
13. activity writintg
14. types of writing activities
- letters
- creative writing
- diary
- instructions
- dictation
- descriptions
- emails
- film and book reviews
- essays and articles arguing and defending a point of view
15. methodology
- this chapter gives an overview of the research design and research
instrument used to conduct the entire research.
A. RESEARCH DESIGN
This paper followed a qualitative research for data collection and
analysis,

B. INSTRUMENTS OF DATA COLLECTION

To conduct the evaluation of the two ielts textbooks the skill checklist
proposed by Alan Cunnnigsworh was used and data was selected from
the two ielts textbook entitled
for conducting the evaluation, the questions from the checklist were
used and the types of activities from the textbook were selected and
analysed
To each question, the data from the two IELTS textbooks was
consulted and verified and at the end of the findings a general
conclusion was formulated to answer the question.
each question was numbered from 1 to
16. based on this statement
17. in the research the focus is on writing actitivites.
18. The procedure for the pre-use evaluation of the IELTS textbook was the
folllowing: to fiind the types of writin activities, to compare the types of
activities and then evalute the textbook by answering the questions from
Alan Cunnigsworth’s checklist in order to show if there is balance in
usinf the four skills that prepare for the IELTS exam.
19. the result of the study shows the quality of writing exercises in both textbook
which is good in developing writing skill to prepare for Ielts
20. checklist, reliable instrument
21. This paper presented the importance of the writing skill in the textbook
22. writin plays a crucial role in language production
23. In the IELTS exam, writing is one of the compulsory subjects.
 24. The purpose of this study is to look into two IELTS textbooks and identify
and compare the writing activities and fiind out if there is a balanced
integration of the four skills.
25. the findings showed
26. among the four traditional skills, writing is considered to be the most
demanding and least liked skill.
27. in this light of thought
28. as a natural rule in the process of learning in textbooks, writing is always
the last learned skill compared to the three remaining skills of listening,
reading and speaking.
29. at the sentence level, punctuation, gramar, vocabulary and spelling must be
considered in teaching writing. At the higher level, practice for paragraphing
and structure must be practiced.

METHODOLOGY
The aim of the purpose
Data collection
The objects of the pre-use evaluation
Instrument for evaluation
30. First and foremost, it is highly important to raise learner’s awareness of
the importance of English writing and the need to develop writing
competency. Many learners don’t understand that writing is also a way of
communication, the difference is it is written not spoken.
31. is still an indispensable skill that learners need to take into account
32. the results indicated that textbooks have integrated the four skills and also
language focus succesfully but only one succeed in giving them equal
attention.
33. interesting tasks which meet the objectives from the IELTS exam and a good
distribution of tasks across chapters
34. the comparison between the two IELTS textbook is carried out for the
purpose of finding which textbook has the most creative, interesting,
motivating or appealing activities. The need for these activities to have
these aspects taken into account is necessary for learners to participate
actively and be motivated not bored in the learning process.
35. according to cunnigsworth one of the main characteristics that makes a
textbook a reliable teaching material is a balance proportion in presenting
the four basic skills. Here, only one of the two textbooks are lack in this
category.

18.05.2021
1. abstract to include list of acronyms
a. L1
b. L2
c. EFL
d. PPP
 e. GE
f. ESL
g. IELTS

2. Results have shown

3. List of Acronyms
4. this study attempts to evaluate and compare the four skills and respectively the writing
activities.
5. how to assess the ielts textbooks in the respect of training of the 4-skills.
6. rationale behind the
7. twofold
8. to conduct textbook evaluation
9. in-depth evaluation
10. ancillary materials = materiale auxiliare
11. the pre-use evaluation is useful in terms of gaining an impressions as to the potential
value of the textbook in the teaching-learning process.
12. merits and drawbacks of textbooks
13. the teachers will be able to choose the most appropriate textbooks for learners
14. the use of a checklist as an evaluation tool
15. evaluation items are the questions
16. the target textbook under evaluation