Writing Skills

Writing is often called the neglected skill because it is too frequently left for homework,
and not developed explicitly in class.

It seems that the kind of writing we mainly see in ESL classes is writing at sentence level to
practice grammar or vocabulary, and not so much writing at text level, where students
write e-mails, stories or just a paragraph. Now, we know that if something is often left for
homework it is often not done. I, on the other hand, firmly believe that we should do more
writing in class and through following a logical framework we can do much better to
develop our students´ writing skills than if we leave it for homework, followed by
correction.

Below I have set out an example for what a writing lesson can look like with its stages and
aims on the left. After studying this, you should be able to follow the same framework to
develop your own writing lessons:

Aim: To develop students writing in the context of describing a city as destination for
foreign tourists.

Subsidiary aim 1) Clarify text organisation for argumentative writing.

Subsidiary aim 2) Students will be better able to use linking words to express concession
and contrast in the context of describing the pros and cons of a city for tourists to visit.

Stage:
Lead in
Aim:
To generate interest in the topic.
Procedure:
The teacher shows pictures of London and asks if students know where it is and if any of
them have been there.
Students brainstorm on what they reckon they would like and not like about London if
they went there. Students may come up with ideas such as:

Bjarne Vonsild
 historical sites
the pubs
the underground system, etc.
The teacher turns the things mentioned into topics such as:
Sites
Entertainment
transport

Stage:
Pre-teach vocabulary (max 3 depending on task).
Aim:
To enable students to complete the gist task.
Procedure:
Pre-teach: “moan (v)”, “quaint (adj)” and “grotty (adj)”, using pictures to elicit
concept check, drill and board.

Stage:
Reading for gist.
Aim:
To enable students to get a general understanding of the text.
Procedure:
Students read to match the topics from the lead-in with the paragraphs of the
text. Stds have 3 minutes for this. (remember to set a time limit for reading).
When giving the instructions you may even make sure students know they
needn´t worry about other new words in the text.
After reading, students compare answers in pairs, followed by peer feedback.

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 Stage:
Genre analysis: content.
Aim:
To develop students´ writing skills by drawing their attention to features of the
genre.
Procedure:
Board these 2 questions:
Does every paragraph have a central topic?
Are both negative and positive aspects mentioned in each paragraph?
Students should be given some time to find the answers themselves and then
compare answers with peers. The conclusion is that both answers are correct for
this text type.

Stage:
Genre analysis: language.
Aim:
To develop students´ writing skills by drawing their attention to linking words
that are useful for this genre.
Procedure:
Use slides with individual paragraphs to clarify the difference in meaning
between even though/although, however/yet and while/whereas. Use delayed
eliciting to ensure students have enough time to come to their own conclusions
when eliciting.

Stage:
Controlled language practice
Aim:
To provide written accuracy practice in using the linking words.
Procedure:
Students fill in the gaps with the linking words clarified.
Studens compare answers before class feedback.
(This stage is not crucial for most writing classes)

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 Stage:
Motivate students to write
Aim:
Orient ss to the type of text, context, target reader to gather ideas / information
Procedure:
Students rainstorm and take notes of things they think tourists to their city
would like and dislike.
Afterwards, they each choose a topic such as “transport, entertainment, etc”

Stage:
Writing task
Aim:
To enable sstudents to practise writing skills.
Procedure:
Students write their own paragraphs.

Stage:
Feedback on writing.
Aim:
To provide feedback on language and content.
Procedure:
Students stick their texts on the walls around the room. They are now told to
walk around and read their peers` texts to decide which one is most similar to
their own. While they do this the teacher walks around and underlines a few
mistakes in each text.
Students take their texts back and try to self-correct while the teacher monitors
to help. Early finishers are asked to help their peers.
Remember to round off the class by asking students about what they read or
written.

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 To Summarise this is the staging you can use for your own writing lessons:

Stage: Lead in.

Aim: To generate interest in the topic.
Stage: Pre-teach vocabulary (max 3 depending on task).
Aim: To enable students to complete the gist task.
Stage: Reading for gist.
Aim: To enable students to get a general understanding of the text.
Stage: Genre analysis: content and language
Aim: To develop students´ writing skills by drawing their attention to features of the
genre.
Stage: Motivate students to write
Aim: Orient students to the type of text, context, target reader to gather ideas /
information
Stage: Writing task
Aim: To enable ss to practise writing skills

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