Teaching Productive Skills: Writing

Writing is a complex skill that involves the development and presentation of thoughts in a structured
way through the written mode. It encompasses more than just the graphic representation of speech
and often proves to be the most challenging skill, even for native speakers. Writing requires adhering
to language conventions such as grammar, vocabulary use, handwriting, layout, and mechanics.
There are various rhetorical modes and text types within writing, including narrative, descriptive,
argumentative, expository, personal writing, social writing, public writing, study writing, institutional
writing, and creative writing.

The purpose of writing varies depending on the context. It can be used for communication, such as
writing letters, messages, or emails. Writing also serves as a means of learning, as students take
notes during lectures or reading to reinforce language skills, practice grammar and vocabulary, and
develop thinking and learning strategies. Additionally, writing is a way to demonstrate learning,
whether it's showcasing understanding of content or displaying mastery of language through
answering questions or tests/exams.

Writing skills can be categorized into micro and macro skills. Micro-skills involve using correct
orthography, including script, spelling, and punctuation conventions. It also entails using the
appropriate forms of words, such as tense, case, or gender, arranging words in the correct order, and
employing vocabulary accurately. Micro-skills further involve ensuring clarity of main sentence
constituents, such as subject, verb, and object, for the reader's understanding.

On the other hand, macro-skills focus on making the main ideas distinct from supporting ideas or
information and creating coherence in the text to allow others to follow the development of ideas.
This includes using a style appropriate to the genre and audience, as well as considering the
audience's background knowledge and making necessary clarifications for unfamiliar concepts.

A writing lesson typically consists of three main steps that align with the writing process: pre-writing,
writing (or drafting), and rewriting. In the pre-writing stage, learners prepare for the writing task by
thinking about the topic, gathering information, activating background knowledge, and utilizing pre-
writing strategies such as brainstorming, free-writing, mapping, or outlining. The writing stage
involves using the gathered information to write the first draft of the task, which serves as a starting
point for further refinement. Finally, in the rewriting stage, learners revise the first draft by ensuring
unity and coherence of ideas and then proceed to edit and proofread for mechanics and language
accuracy, leading to the production of the final draft.

Writing activities can vary and serve different purposes. Examples include writing paragraphs or
essays on given topics, describing a person or process, comparing and contrasting, expressing
opinions, writing book reports or reviews, creating narratives based on pictures, writing or
responding to letters, and composing job applications. Creative writing, such as storytelling, is also a
valuable activity.

Learners often face challenges when writing in a foreign language. Some common difficulties include
a lack of background knowledge about the topic, insufficient vocabulary, difficulty in applying
appropriate grammar, punctuation, or spelling rules, and difficulty in selecting relevant ideas and
excluding irrelevant information. To address these challenges, learners can develop a writing habit by
regularly practicing writing, work on grammar, vocabulary, and mechanics activities to enhance
accuracy, utilize computer tools for instant feedback, and engage in intensive and extensive reading
to improve overall writing skills.

Assessing writing requires the use of different types of writing tasks to evaluate both micro
and macro skills. Correction grids can be used to identify strengths and weaknesses in areas such as
format, mechanics, content, organization, grammar, and sentence accuracy. Teachers should
familiarize learners with these assessment grids during formative assessment tasks. The nature of
assessment tasks may vary based on learners' age and level, ranging from imitative writing to
intensive, responsive, and extensive writing tasks.

In conclusion, teaching writing involves addressing language complexities, organizing thoughts,

and fostering proficiency. It encompasses micro and macro skills, with emphasis on revision and
editing. Writing activities provide practice and improvement opportunities. Cultivating habits,
focusing on accuracy, and utilizing resources support learners' progress. Effective assessment
strategies guide development. Education empowers proficient writers in diverse contexts.