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Learning through Writing

Ma. Roxanne C. Arigo, Monica P. Padios, Louisse Anne I. Pomada,
Rey Ann G. Reyes, Kaila Jade D. Tutanes, Yzabelle J. Velasco

Pamantasan ng Lungsod ng Maynila - College of Education

EDN 2208-1: Teaching and Assessment of Grammar
Prof. Karen Ajy P, Dacio

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Topic Outline

I. Introduction
I.1 Writing as a channel
I.2 Writing as a goal
I.3 Purpose
I.4 Content
1.5 Organization
1.6 Grammar and Vocabulary
1.7 Mechanics and Presentation

II. Ways of Teaching Writing

II.1 The Product Approach
II.2 The Process Approach

III. Writing Activities

* Controlled Writing Activities

Copying
Gap-filling
Reordering Words or Sentences
Substitution
Correct the Facts
Caption Writing
Substitution Table
Open Dialogues
Conversion
Sentence Completion
Dictation

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* Guided Writing Activities

Parallel Writing
Summarizing
Answering Questions
Information Transfer
Brainstorming
Free Association
Word Mapping
Ranking Activities
Quick Writing

* Free Writing Activities

Describe and Identify
Story Construction
Relying Instruction
Exchanging Letters

IV. Assessing Written Work

IV.1 Correction Technique

V. Self-assessment possibilities
V.1 Self-assessment
V.2 Peer correction

VI. Importance of Learning through Writing

VI.I In General
VI.II As an Educator

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I. Introduction

Learning to write is usually one of the most difficult tasks a foreign language
student has to cope with. Even native speakers at university level very often experience
serious difficulties in showing a good command of writing. Language teachers, then,
tend to include writing skills in their foreign-Ianguage syllabus because they consider
these skills essential for their students' academic success. But, what is the real value of
writing?

Learning to write promotes better language learning among students and develops a
sense of fulfillment in our role as future teachers.

What is writing?

- Writing develops critical thinking and learning and for more opportunities.
- Writing means to accomplish something such as to inform, instruct, or persuade.

2 Goals of Learning Through Writing

- Improve writing through addition of informal and formal writing opportunities

in a course.
- Improve learning through creative and effective writing assignments.

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I.1 Writing as a channel

Writing helps students learn foreign languages by reinforcing the vocabulary,

idioms, and grammatical structures they have been studying. As a result, certain writing
assignments may be included to reinforce vocabulary that has already been discussed
and used verbally.

I.2 Writing as a goal

Since students will need to connect with others in writing, we should incorporate
some writing assignments that need complete sentences as their output, rather than just
single words, to help them hone their communication abilities. They may require this in
their future social, academic, personal, or professional lives when they have to complete
forms, write postcards and official and casual letters, offer written instructions, take
notes, make phone calls, and so on.

I.3 Purpose

Writing has traditionally been classified into four categories: expository,

argumentative, descriptive, and narrative. Writing should always have a specific goal in
mind. Instructors need to consider this while organizing writing assignments. They
ought to provide the writing exercise a background and an objective. We could elicit a
more real text if we ask them to respond to a letter from a friend inquiring about the
summer holidays, rather than giving them a generic assignment like "Write a short
composition about what you did in your summer holidays." In this case, the writing
task's goal is more evident and realistic.

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I.4 Content

We should present the information in an understandable and compelling manner. The

concepts should be pertinent, address the proposed topic or goal, and avoid straying
from the main issue or adding extraneous details. To deepen the topic, we must also
make connections between ideas and details in other phrases.

1.5 Organization

Organization in writing is how ideas are presented. Typically, organization refers to the
larger parts of a piece of writing, although it also refers to how paragraphs and
sentences are written. The flow of a piece of writing affects how readers interpret ideas.

1.6 Grammar and Vocabulary

Grammar refers to how we arrange words within sentences to convey meaning. It also
considers how words can change forms (e.g., from singular to plural). Vocabulary refers
to the entire mass of words used in a language or the collection of words known by an
individual or group.

1.7 Mechanics and Presentation

This refers to rules and conventions concerning technical aspects of writing

composition. The category of writing mechanics includes technical areas such as
punctuation and spelling that concern expressive accuracy.

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II. Ways of Teaching Writing

Generally speaking there have been two basic ways of teaching writing
skills in second and foreign language courses: the product-focused approach and the
process approach. Let us briefly examine the main principles and techniques of both
approaches. These schematic ideas are taken from the more extensive description given
by J. C. Richards in the sixth chapter of The Language Teaching Matrix.

II.1 The Product Approach

PRINCIPLES
1. The teaching of second language writing has often been synonymous with the
teaching of grammar or sentence structure.
2. The view of writing reflects the principles of audio lingual theory which saw
writing as the written form of a spoken language.
3. Correct sentence structure is an essential component of writing; grammatical
skills receive considerable emphasis.
4. Errors in writing are avoided by providing learners a model to follow.
5. Students do not usually learn from their mistakes.

TECHNIQUES

1. Providing models to which learners make minor changes and substitutions.

2. Expanding an outline or summary. Constructing paragraphs from frames, tables
and other guides.
3. Producing a text through answering a set of questions.
4. Sentence combining: developing complex sentences following different rules.

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II.2 The Process Approach

PRINCIPLES:
● This approach starts from an examination of what good writers actually do as
they write.
● Writing activities should reflect a focus on the different stages in the writing
process: planning, drafting and revising.

TECHNIQUES:

● In the planning stage: brainstorming, free association, word mapping, ranking

activities, quick writing.
● In the drafting stage: elaboration exercise, reduction exercise, jumbled
paragraph, jumbled essay, writing thesis statements and topic sentences, group
drafting, quick writing.
● In the revising stage: peer feedback, group correction activities, rewriting
exercises, teacher feedback.

III. Writing Activities

* Controlled Writing Activities

- List of structured writing tasks designed to focus on specific language elements, such
as grammar, vocabulary, punctuation, or sentence structure.

Copying
Copying words or sentences helps learners to remember new information.

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Gap-filling
A structured exercise where learners are provided with a text that has missing words
(gaps) they need to fill in.

Reordering Words or Sentences

Involves the logical arrangement of some given words or sentences to form a correct
sentence or paragraph.

Substitution
Designed to practice varying sentence structures by changing certain words or phrases
without altering the overall meaning of the sentence.

Correct the Facts

Refers to the correct presentation of facts and pieces of evidence in writing a passage.

Caption Writing
A caption is text that appears below an image. It’s often used to provide context for the
content of the image or to convey a message that supplements the image.

Substitution Table
A process by which any model sentence may be multiplied indefinitely by substituting
for any of its words or word-groups, including others of the same grammatical family
and within certain semantic limits.

Open Dialogues
Refer to exercises where learners engage in writing dialogues that are guided by certain
parameters but allow for creative freedom within those boundaries.

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Through Writing Activities:

By actively engaging with the material through writing, individuals are able to better
comprehend complex ideas and make connections between different concepts.

Writing activities involve tasks such as summarizing key points, analyzing information,
and synthesizing ideas in one's own words. This process not only reinforces
understanding but also enhances critical thinking skills by requiring individuals to
organize their thoughts cohesively.

Sentence Completion in Learning through Writing:

Sentence completion promotes active participation and personalization of the material,

resulting in a more meaningful learning experience.

Sentence completion exercises require students to actively engage with the material by
filling in missing information, which helps reinforce retention and comprehension.
This method also allows for personalization as individuals must draw upon their own
knowledge and understanding to complete the sentences effectively.

Dictation in Reinforcing Learning through Writing:

- Dictation can enhance memory retention and comprehension of the material.

- Incorporating dictation exercises alongside writing activities can provide a well-
rounded approach to learning and reinforce key concepts effectively.
- Dictation involves listening to a passage and then writing it down from memory,
which requires active engagement with the material. This process helps learners
improve their listening skills, spelling, grammar, and overall understanding of
the content.

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* Guided Writing Activities

Guided writing activities involve providing students with prompts, outlines, or specific
instructions to help structure their writing. This approach helps students focus on
specific aspects of writing, such as organization, vocabulary usage, or sentence
structure, while also allowing for creativity and personal expression.

Parallel Writing:

- Writing about the same topic from different perspectives or in different styles
can enhance critical thinking skills and creativity.
- Parallel writing can also help individuals develop their ability to adapt their
writing style to different audiences or purposes.

Parallel writing involves exploring a topic from multiple angles, which can lead to a
deeper understanding and analysis of the subject matter. By challenging writers to think
creatively and adapt their writing style, parallel writing encourages flexibility and
versatility in communication.

Summarizing Writing

● By practicing the condensation of information into a concise written form,

individuals can enhance their ability to extract important details from a larger
body of text.
● This skill proves to be especially useful in academic settings, where the ability to
summarize complex information is essential for success.

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Summarizing writing involves capturing the main points and key ideas of a text in a
clear and succinct manner. It requires critical thinking skills to identify the most
relevant information and present it in a way that is easily understandable to others. This
practice not only helps improve comprehension but also enhances communication skills
by teaching individuals how to effectively convey information in a concise format.

Answering Questions in Writing

- Individuals can improve their critical thinking skills and ability to articulate their
thoughts clearly by responding to questions in writing.
- Writing responses to questions helps individuals develop analytical skills and
deepen their understanding of the topic.

Writing responses to questions not only allows individuals to practice organizing their
thoughts cohesively, but also helps them strengthen their ability to provide logical and
well-supported arguments. This process of articulating ideas in writing can lead to
improved comprehension and retention of information.

Information Transfer in Writing

- This type of writing involves organizing information in a logical and coherent

manner, making it easier for readers to grasp complex concepts.
- Information transfer writing can help individuals improve their ability to present
information in a concise and structured way, essential in professional settings.

Information transfer writing is crucial for effectively communicating ideas and

concepts to others. By presenting information in a clear and organized manner, writers
can ensure that their message is easily understood and retained by the audience.

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Brainstorming through Writing

- Brainstorming through writing helps individuals synthesize information and

present it effectively.
- It enhances communication skills by allowing individuals to practice structuring
their thoughts for clear understanding.

Brainstorming in writing involves jotting down ideas, thoughts, and details related to a
topic before beginning the actual writing process. This can help individuals explore
different angles, connections, and perspectives to develop a more cohesive and well-
rounded piece of writing.

Free Association
It encourages a more organic and spontaneous approach to writing, leading to unique
and insightful outcomes. By removing the constraints of structure and rules, students are
able to express themselves more authentically and develop their own voice as writers.
This method can also help students overcome writer's block and discover new
perspectives on familiar topics.

One of the key benefits of free association in learning through writing is that it can
help individuals to access their creativity and intuition. By allowing thoughts and ideas
to flow freely onto the page, individuals can tap into their subconscious mind and access
new insights and perspectives.

Example:
One of the most prominent examples of free association in learning through writing
is the practice of journaling. Journaling allows individuals to write freely and without
inhibition, allowing their thoughts to flow onto the paper. This process of free writing

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often leads to unexpected connections and insights, as the mind is given the freedom to
explore ideas without any constraints.

Word Mapping
This method involves creating a graphic representation of a word, including its
definition, synonyms, antonyms, and examples of how it is used in context. By actively
engaging with words in this way, students are able to deepen their understanding and
retention of new vocabulary, as well as develop their ability to express themselves more
clearly and effectively.

One of the key benefits of word mapping is that it encourages students to actively
engage with words, rather than passively memorizing definitions. When students are
asked to create a word map for a new word, they are forced to think critically about its
meaning and usage, which can help to solidify their understanding. By considering the
various aspects of a word, such as its synonyms and antonyms, students also develop a
more nuanced appreciation for language, and are able to express themselves with greater
precision and clarity.

Example:
One of the most common examples of word mapping in learning through writing is
the use of prefixes and suffixes. These are affixes that are added to the beginning or end
of a root word to create a new word with a different meaning. For instance, the prefix 'un-
' added to the word 'happy' changes its meaning to 'unhappy,' indicating the opposite
feeling. By understanding the meaning of prefixes and suffixes, students can easily
decipher the meaning of unfamiliar words and use them correctly in their writing.

Ranking Activities
Ranking activities can help students develop critical thinking skills, improve
comprehension, and enhance their ability to express themselves through writing.

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One of the key benefits of ranking activities in learning through writing is that they
require students to carefully consider and evaluate information. This process can help
students to better understand and internalize the material they are learning. By ranking
and prioritizing information, students must critically assess the content and make
informed decisions about which pieces of information are most important or relevant.
This encourages deeper engagement and understanding of the material, leading to better
retention and comprehension.

Example:
One common example of a ranking activity in English is the academic grading
system. Students are often evaluated and ranked based on their performance in
assessments, such as exams, essays, and projects. Grades are used to measure a student's
academic progress and are often used to rank students within a class. This ranking system
serves as a way to identify students who excel in their studies and those who may need
additional support.

Quick Writing
It is a method that is widely used in various educational settings to enhance students’
learning through writing. Quick writing is all about writing quickly and efficiently
without sacrificing the quality of the work. It requires students to think on their feet,
organize their thoughts, and express them in a clear and coherent manner within a
limited time frame. This approach to writing has proven to be beneficial in many ways
and has become an integral part of the learning process.

Example:
Essay Exams: In academic settings, students are often required to write essays under
time constraints. For example, in a typical exam scenario, students may be given only 60
minutes to read a prompt, plan, and write a fully developed essay on a given topic. This
requires quick thinking and the ability to organize thoughts and ideas coherently and
concisely.

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* Free Writing Activities

The purpose of freewriting is to encourage the flow of ideas and thoughts without
the restrictions of rules or structure. Free writing activities can be beneficial in a variety
of learning contexts, from language arts to creative writing to brainstorming and
problem-solving.

One significant benefit of free writing activities is that they help to develop fluency
and creativity in writing. When students are free to write without restrictions, they are
able to express their thoughts and ideas more freely. This can lead to a greater sense of
confidence in their writing abilities and a deeper understanding of their own thoughts
and feelings. Additionally, free writing activities can help students to develop a more
authentic and personal writing voice, as they are not constrained by the need to adhere to
formal writing conventions.

Describe and Identify

The process of learning through writing can be divided into two main components:
describing and identifying. These two elements are crucial in developing a deeper
understanding of a topic and enhancing critical thinking skills.

Describing is the act of using words to create a clear and vivid picture of a particular
subject. It involves providing details, examples and explanations to help the reader
understand the topic. Through writing, individuals are able to break down complex
concepts into smaller, more manageable ideas. This enables the reader to grasp the
information more easily and make connections between different ideas. Describing also
allows individuals to express their own thoughts and interpretations, making the learning
experience more personal and engaging.

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On the other hand, Identifying is the process of recognizing and understanding key
elements, patterns or relationships in a given topic. It involves analyzing and synthesizing
information to come to a conclusion or make connections between different ideas. This
skill is essential in developing critical thinking abilities, as it requires individuals to
question, evaluate and draw conclusions based on evidence.

Example:
One of the most common examples of describing and identifying in learning through
writing is in language arts classes. Students are often asked to describe a character in a
story or identify the main theme of a novel. Through writing, students are able to analyze
and interpret the text, and then put their thoughts into words. This process of describing
and identifying requires students to pay close attention to details and use their
imagination to paint a vivid picture for the reader. This not only improves their writing
skills but also encourages them to think critically about the text and its underlying
messages.

Story Construction
This skill is crucial for writers of all ages, from young students just learning to
write to experienced professionals. It not only allows writers to convey their ideas
effectively but also helps readers to understand and engage with the text.

The construction of a story involves several elements, including plot, characters,

setting, conflict, and resolution. These elements work together to create a cohesive and
compelling story that captures the reader's attention. The first step in constructing a
story is developing a plot, which is the sequence of events that make up the story. The
plot should have a beginning, middle, and end, with a clear and logical progression of
events. This provides a structure for the story and helps readers follow along.

Example:

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One of the most prominent examples of story construction in learning through writing
is found in the field of literature. Through the study of various literary works, students
are able to analyze the structure and construction of a story. They are able to identify the
different elements of a story, such as the exposition, rising action, climax, falling action,
and resolution. This not only helps them to understand the plot of a story, but also allows
them to critically think about the development of characters and the impact of setting on
the overall narrative.

Relying Instruction
Relying instruction is an instructional approach that emphasizes the importance of
the writing process, rather than just the final product. It encourages students to think
critically and creatively as they write, rather than just following a set of rules. The main
goal of relying on instruction is to help students become independent and confident
writers, capable of expressing their thoughts and ideas effectively.

Example:
A well-written piece of writing is often a result of multiple revisions and feedback
from others. Seeking feedback from peers, instructors, or mentors can help individuals
identify areas of improvement and make necessary changes to their writing. Additionally,
revising one's writing also allows individuals to reflect on their writing process and
identify their strengths and weaknesses, making them more self-aware and improving
their future writing.

Exchanging Letters
This process of exchanging letters has been an integral part of learning and
development, as it allows for a deep exchange of knowledge and experiences.

To begin with, exchanging letters in learning through writing is a form of

communication that has been used by individuals, groups, and institutions for centuries.
It involves the exchange of written correspondence between two or more individuals,

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where they share their thoughts, ideas, and experiences. This process allows for a deep
exchange of knowledge and perspectives, which is beneficial for personal growth and
development.

Example:
For instance, a student can exchange letters with a pen pal from a different country
and learn about their culture, language, and way of life. This not only improves their
writing skills but also broadens their understanding of the world and promotes cultural
exchange.

Exchanging letters in learning through writing is a great way to foster relationships

and build connections. In today's fast-paced world, where technology has taken over most
forms of communication, the art of letter writing has become somewhat forgotten.
However, exchanging letters is a personal and meaningful way to connect with others.
Through exchanging letters, individuals can build strong and lasting relationships with
their correspondents

IV. Assessing Written Work

As important as planning activities to help students develop their writing skills is

assessing their written work. It is invaluable to both students, who can learn from their
errors, and teachers, who can check the students' progress and identify specific
problems. However, correcting written work is usually a time-consuming activity which
teachers do not particularly enjoy doing.

IV.1 Correction Technique

When it comes to error correction we are dealing with one individual's reaction to a
student's piece of writing or utterance.

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There are several techniques to correction the error students in writing:

a. Using a different color above, underline examples of appropriate language.
b. Correct errors by writing the correct forms in their place.

V. Self-assessment possibilities

We all know that it is not easy to assess and correct one's own written work,
however we should encourage our students to get involved in the revision, editing, and
correction of their own pieces of writing.
Thus, marking compositions becomes the students' responsibility as well and a good
way of improving their writing skills.

V.1 Self-assessment
Is the process of looking at oneself to assess what is important to one's identity.
1. When the teacher hands back written work students identify their mistakes and
correct them.
2. The teacher and the students discuss and negotiate the criteria involved in
assessment.
3. Students work in groups and read, criticize, and proofread their own writing.

V.2 Peer correction

A technique where the students learn from their mistakes and provide feedback to
their classmates.
1. Students sit in pairs and read each other's work. They look for mistakes in each
other's writing and attempt to correct them, giving a mark.
2. A group of students correct the writing done by another group.

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VI. Importance of Learning Through Writing

VI.1 In General

1. Retention and Understanding: Writing actively engages the brain, promoting better
understanding and retention of information. It encourages the synthesis of ideas and
concepts, aiding in long-term memory.

2. Critical Thinking Development: Through writing, individuals articulate thoughts,

analyze information, and develop logical arguments. This process cultivates critical
thinking skills, which are crucial for problem-solving and decision-making.

3. Communication Proficiency: Writing skills contribute to effective communication.

Whether in academia or professional settings, the ability to express ideas clearly in
written form is paramount, influencing success in education and various career paths.

Writing helps us monitor what we know, as well as causing us to engage in retrieval

practice: a more active form of learning. When we write, a variety of mechanisms come
into play: repetition, reinforcement and critical reflection on new material. Writing to
learn pushes us even further, to uncover which information we don’t already know.
Writing things down turns out to be a major learning skill, useful in diverse professional
fields. Writing down what you know, and even what you don’t, helps you to master a
subject. By writing something down, it’s more likely time will be spent reflecting upon
it.

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VI.2. As An Educator
•Professional Development- Writing about educational theories, methodologies, or
classroom experiences can lead to professional growth. It allows educators to reflect on
their teaching practices, identify areas of improvement, and develop new strategies.

Contribution to the Field- writing and sharing their insights, educators contribute to
the broader educational community. Their writings can influence other teachers, shape
educational policies, and impact future research.

Reflection- Writing serves as a form of reflection for educators. It allows them to

introspect on their teaching methods, classroom dynamics, and student progress. This
reflective practice can lead to meaningful changes in teaching strategies.

References:

CONTROLLED WRITING AS A CLASS EXERCISE FOR BEGINNER | stibaeswe

(wordpress.com)

ENL 2208-1: Teaching and Assessment of Grammar