TEACHING WRITING SKILL

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• Identify and describe sub skills involved in teaching writing • Outline writing lesson plans for all levels

• Identify challenges that make the writing skill difficult • Activity based methodology activities for all levels

• Identify the necessary strategies for the writing skill • Approaches and techniques for the writing skill

• Writing functions for Pre-Elementary Level • Guided writing approach

• Writing functions for Elementary Level • Key writing skills

• Writing functions for Pre-Intermediate Level • Presentation skills for the writing skills

• Writing functions for Intermediate Level • Improving adult learners writing skills

• Writing functions for Upper-Intermediate Level • Five relevant activities

• Writing functions for Advanced Level • 45-minute lesson plan

• Outline writing activities for all levels • 60-minute lesson plan

 Identify and describe sub skills involved in teaching writing
Among all language skills, writing is considered to be the most difficult skill to master.
Hence, it is important to train students to develop different language sub skills. When it comes to writing,
some of the sub skills range from handwriting mechanics to writing coherences, from vocabulary, grammar to
sentence and paragraph structure.

LEVELS OF WRITING

1. At an early stage, it is important for students to practice

manipulating the script of the language, which is handwriting,
spelling and punctuation.
2. Grammar and vocabulary are the key points when it comes to
learning a language. Students learn to how express
grammatical relationship such as syntactic and
morphological.Students then focus on the organization of
paragraphs and express relationships between parts of a
written text through cohesive devices.
3. Later one, students get exposed to markets in written
discourse, particularly how to introduce, develop, conclude an
idea, emphasize or explain a point, etc.
4. At a more advanced level, students learn how to express the
communicative function of sentecnes, express information
explicitly and implicitly, then they will focus on expressing
conceptual meaning and the writing process.
 Identify and describe sub skills involved in teaching writing
Besides, writing skills requires learners to practice a lot of sub-skills in order to improve their writing skillls.

Reading Comprehension
Reading comprehension means the ability to read and understand the text, this is one of the most basic skills
of writing. In order to write, students needs to able to decode words, sentences and paragraphs then
understand its meaning. Expanding vocabulary is extremely helpful when it comes to practicing writing skills,
and vocabulary is mostly gained from reading regularly.
Transcription
Transcription involves handwriting, typing and spelling of languages, which is known as the physical act of
producing words. Kids find it difficult mostly at a young age as they are newly got exposed to word itself.
It has been shown that teaching writing skills becomes more effective when teachers deliver the lesson and
teach their students in a way that requires multiple sense at a time.

Sentence Constrution
If words or vocabulary is important when learning a language, the ability to construct sentences that make
senses is required when writing. Lots of English learners struggle with understanding and using sentence
structure correctly. Sentence construction includes grammar, mechanics, etc. Students should learn how
verbs and tenses work. Some either find it difficult to form a complete sentences or tend to write run-on or
redundant sentences. This also means using correct punctuation such commas and apostrophes can be a
challenging task. Teachers should first teach kids when to use capital letters, how to differentiate statements
and questions, or a subject and a verb. Hence, this area requires a lots of time and practice.
 Identify and describe sub skills involved in teaching writing
Besides, writing skills requires learners to practice a lot of sub-skills in order to improve their writing skillls.

Genre
Students, then, must understand how to use different types of writing, such as persuasive writing or
informative writing, stories or poems, etc. For examples, students need to use a position statements, reasons
and facts to write a persuasive writing, while learning about narrative writing, students learn about setting,
plots and character developments. Thus, it is very important to teach learner writing genres in order to write
more effectively.
Content Knowledge
“Content knowledge means knowing something about the subject you are writing about.”
For intances, when asked to write about pollution, students should first understand what pollution means, what
causes it and how it affects the environment. Building prior knowledge is essential and helpful when it comes
to academic writing.

Writing Process
The three main stages of the writing process is planning, revising and editing. “Researchers have found that
good writers plan what to write in their heads or throght brief notes before they write a first draft, which
requires strong executive functioning skills.” Before starting to write, ideas can come as a flow, thus,
students have to decide how to organize those ideas into chunks such as paragraphs and an overall
structure. However, organizing ideas at the first place can stop the flow of idea. Therefore, using different
writing strategies such as “hamburger” outline, “spider map”, checklists, or graphic organizers can be
significantly helpful.
 Identify challenges that make the writing skill difficult
There are serval challenges in writing that are delineated by both students and teachers. Most of them have
agreed that some of most common challenges are lack of appropriate knowledge, organzied writing such as
lack of coherence, poor use of formal transitional and cohesive devices.

Vocabulary
Most of ESL students struggle with using
appropriate words for their writings. They tend
to avoid using some certain words because they
are unsure of how to use them correctly. Having
enough words for communicate in english does
not necessarily mean their vocabulary is
expanded to the point where they can apply in
academic writing. A well-developed writing
requres a lots of varied vocabulary to form an
organized and neatly structured sentence.
“Vocabulary is the fundamental element in
constructing sentences which is the core of
effective writing skills (Asep, 2014)”. Misbah et
al. (2017) has claimed that lack of vocabulary
has caused challenges in acquiring writing skills
for English learners since good vocabulary
repertoire helps student write and deliver their
thoughts and ideas more accurately.
Grammar
Grammar is known as a structure that conveys
the detailed meaning of what writer wants to
deliver, it provides the right and helpful
information to readers. Morphology is the forms
and structures of words while syntax is how
words are arranged in sentences, are what make
grammar an important part of languages. Most
common mistakes found in grammar according
to Muhammad Farred et al. (2016) are subject-
verb agreement, tenses, articls, pronouns,
prepositions or other basic sentence structures.
As grammar is performed in varied ways across
the languages, it tends to cause confusion and
errors in the the way students use them in
writing. English learners have a hard time
grasping how English grammar works, which is
why most mistakes fall in this area.
 Identify challenges that make the writing skill difficult
There are serval challenges in writing that are delineated by both students and teachers. Most of them have
agreed that some of most common challenges are lack of appropriate knowledge, organzied writing such as
lack of coherence, poor use of formal transitional and cohesive devices.

Spelling
Afrin (2016) has mentioned that learners who have the
habit to spell according to their pronunciation tend to
spell words incorrectly. Students will either add or
neglect letter of thr words. English alphabet and
phonics spelling can cause some confusion for students
who are studing english as a secondary language,
hence, memorizing the spelling will help students
expand their accurate vocabulary and better writing, as
Nyang’au Benard (2014) stated.
Comprehension
Comprehension plays a key role in language learning,
esspecially writing and reading. It is the ability to
understand and interpret materials, where the
messages are conveyed. “The lack of understanding of
such materials hunders the ability to comprehend the
topic” and leads to off topic errors and unability to
think critically.
Structure
Writing a clearly worded and well structured
requires several elements including spelling,
punctuation, key transition words and correct
contraction forms. Languages are structured in
many different ways; students tend to write the
same ways they would in their native language
because it is oftern more familiar. Word and
phrase arrangements in English language is very
complex. Learners must learn that “the
necessities of proper English structure include an
informative introduction, a thorough body that
covers the material, and a concise conclusion.”
However, depending on the writing genre,
paragraphs can be organized in different ways
that helps serve different purposes.
 Identify challenges that make the writing skill difficult
There are serval challenges in writing that are delineated by both students and teachers. Most of them have
agreed that some of most common challenges are lack of appropriate knowledge, organzied writing such as
lack of coherence, poor use of formal transitional and cohesive devices.

Lack of exposure to reading materials Lack of motivation

This challenge is found mostly among elementary
school students, according to Foster (2015).
Intensive reading might not be enough when it
comes to enhancing students’ writing skills. In
other words, lack of extensive reading will not help
with conducting good sentences or paragraphs.
“Reading and writing are interrelated.” The more
students read; the more extended background
knowledge become. Since writing refers and has
deep connections with ideas from prior knowledge,
more exposure to different and varied reading
materials helps learners become more aware with
the target language, stated Foster (2015).
Motivation has a huge impact on one’s learning
process. Similiarly, lack of motivation or feeling
unready is yet another challenge faced by many
English learners. When a student is highly
motivated, it results in higher improvement.
Besides, it is very important for the students to
feel mentally ready to study. It is more of
teachers’ task to give positive reward and
encourage their students to attract their
attention as well as readiness infurther learning
process.
Identify the necessary strategies for the writing skills
Learning and practicing language skills does not mean merely doing tasks and assignments, learners must
learn how to use different strategies that make their learning process more active. It is an educator’s task
to introduce and model effective strategies to students as well as evaluate their performance and
applications of these strategies. Being exposed to several strategies, students have chances to to find the
most appropriate for them to use before, during or after their writing lessons.

Read Regularly
The very first step toward developing writing skills is ironically not
to write, but to read. Reading is a good way for students to be
exposed to examples of good writings. Teachers should
encourage their students to read as much as possible, read as
many genre as they can, from fantasy, academic, poerty to novel
or science fictions, etc. Reading gives the students more chances
to find their own writing voice as well as enhance their grammar,
spelling and expand their vocabulary.

Get familiar with different writing styles

Students must understand the differences between academic
writing and fictions. In addition to reading, students must get
familiar to several writing genre and apprehend how each type
works and structures. “Being familiar with the different styles will
lead to more nuanced and sophisticated writing”.
Identify the necessary strategies for the writing skills
Besides, most of the students struggle with coming up with ideas and find themselves stuck in the middle
of the flow. There are some strategies teachers can use to help.

Ideas sharing - This can be incorporated in warm up games, where students can have discusstions with
their peers and share their own ideas, which helps get their creative juices flowing. Moreover, students
who find it hard to produce an idea on their own can get inspired by their classmates.

Collaboratively writing - This shared writing activity is an opportunity for the whole class to get involved
and write together. Have different students share ideas to create a collaborative writing sample, where
students can further refer.

Sentence starters – “Sentence starters are significantly helpful for triggering ideas in struggling writers.”
One of the most common challenges students encouter in class is being unable to start their writing. This
simply because they are unfamiliar with free writing and sentence startr can help guide them.
Identify the necessary strategies for the writing skills
Besides, most of the students struggle with coming up with ideas and find themselves stuck in the middle
of the flow. There are some strategies teachers can use to help.

Pre-writing – This stage helps students warm up before

the actual writing as well as help them brainstorm to
construct ideas. Students focus on producing ideas rather
than organizing them in the approriate structure.

Graphic organizers – Some students work better with

visual. Breaking writing into more manageable chunks such
us paragraphs makes the writing tasks more feasible for
young learners. This also allows students to organize their
ideas during the process and leads their idea flow in more
right way.

Model Writing – Students can benefit from guided or

model writing from teachers before beginning their writing
assignments. This helps avoid off topic mistakes or unclear
ideas.

Writing tools – A list of transitional words or phrase,

synonyms or alternative words can be hepful for students to
tackle their writing.
 Writing functions for Pre-Elementary Level
As one of the most important form of communication, writing plays a key part of education. It is significantly
crucial to give kids many opportunities to be exposed to different writing forms, especially in today’s technology-
drive world. However, it is not an easy task to teach and improve children’s writing skills. Hence, parents as well
as educators should be more mindful to start developing this skills at an early stage and make sure the process
includes fun activities.

The basic functions of language are expressive and communicative functions. This means, educators need to
understand typical writing development and prioritize this writing functions to children. “Children learning to
write in an alphabetic language such as English typically follow a specific sequence of development” (Bear,
Invernizzi, Templeton, & Johnston, 2008; Clay, 1975; Ferreiro & Teberosky, 1982).

Drawing & Scribbling

Drawings are children’s form of writing in their early
development. Later on, once a child learn their first
letter, they are able to grasp the functionality of
writing as separate from illustration. In other words,
children learn how to scribble their writing, then,
develop into distinct characters. Kids use drawings
and scribbling to express their thoughts and ideas, as
well as their observation of the word around them.
For higher level children, alphabet knowledge and
phonological awareness skills are introduced.
 Writing functions for Pre-Elementary Level
As one of the most important form of communication, writing plays a key part of education. It is significantly
crucial to give kids many opportunities to be exposed to different writing forms, especially in today’s technology-
drive world. However, it is not an easy task to teach and improve children’s writing skills. Hence, parents as well
as educators should be more mindful to start developing this skills at an early stage and make sure the process
includes fun activities.

Letters
The next stage of learning writing skills is to encounter
some letter-like forms and a letter shapes. Children
might not have formed conventional letters but rather
random strings of letters for they have not yet learned
how to connect letters to the sounds in spoken language.
Learning how to write letters does not necessarily means
students can understand that letters do represent the
sounds in a systematic way. Though, students can
develop their phonological knowledge, alphabet or
speech-to-print connection.

It is best for educators and parents to model the writing practice for this age and level group. Beside making
learning writing a routine, educators should make sure kids are having fun while learning, praise them regularly
and make learning related to their interest.
 Writing functions for Elementary Level
Elementary Level students should excel their alphabet, possess an adequate vocabulary and form a simple
subject-verb complete sentence. Writing skills require extensive time to develop and improve. Teacher must
teacher their Elementary level learners to become fluent with handwriting, spelling, sentence construction and
word processing.
Spelling Sentence construction
If students have learned and mastered their handwriting Teaching kids to write in full sentences helps
skills in Pre-school level, learning vocabulary and spell them convey their intended meaning better.
correctly is the next step. First and foremost, teachers Teachers should focus on sentence-level
should make sure studetns learn how to spell correctly words instruction, encourage students to consider the
that they commonly use. It is said that “although many meaning and syntax of the sentences they
elementary schools have an explicit spelling curriculum, develop. Sentence construction and sentence
teachers should conncect spelling instruction with writing as mechanics should be introduced beforehand.
much as possible.” The vocabulary studens can expand, the These include punctuation, capitalization, and
more ideas they will be able to generate. Additionally, it is subject-verb agreement. The higher level
essential to check plausible spellings for words that students students can get, the more complex and varied
have learned before learning a new words. Teachers should sentence structures they will learn.
encourage students to practice words that they frequently
misspell.

Teacher can start encourage students to write and help

with ideas by using sentence starters. This approach
provides students with more ideas, especially when
students are struggling with how to start.
 Writing functions for Pre-Intermediate Level
Starting the Intermediate Level, students are able to grasp the whole alphabet, enhance their vocabulary and
form a complete sentence. This leads to a new challenge in writing skills, which is writer block, as known as
finding ideas. On the other hand, some students find structure and organization are far more difficult. In other
words, students are able to write a complete writing yet without coherence and cohension. Moreover, some
group of students feel that writing prompts are not relevant to them, or that they do not have either sufficient
background knowledge or expertise to write on the given topic.

Writing Process and Writing Context

The basic steps of one writing process consist of prewriting, drafting, revising, editing and publishing. Students
who finished elementary level are expected to engage successfully in each aspect of the writing process in a
thoughtful and recursive way. However, writing skills requires a persistant and committed practice. Students
needs a lot of guidances, instruction, support, as well as plenty of opportunities to write. As reading and writing
are closely associated, it is important for students to learn and adopt their writing skills from mentor texts. Pre-
Intermediate level students should focus on organization, form, features, purposes and goals of the writings,
and different perspectives.

Writing Purposes
Students should understand the purpose of their writing as different genre has its on structure, conventions
and language. The writing purposes students must learn are writing to tell a narrative, writing to inform or
explain and wring to persuade. First, students have to learn how to use appropriate strategies across writing
genres and develop their own voice and approach across writing tasks.
 Writing functions for Pre-Intermediate Level
Academic Language and Vocabulary
Pre-Intermediate students should “have a solid foundation in the language used in discourse about writing.”
This can be practiced through different language skills. Once students are immersed in the writing process,
teachers should teach them how to develop their academic language. To put it simply, students must learn
how to choose words carefully when writing in order to maximize their delivery to the readers. Hence, it is
extremenly essential for students to expand and deepen their vocabulary and their effective use of language
when writing.

Competence and Fluency

Once students can master handwriting, spelling and structure, competence and fluency in writing become a
new concept to learn. In brief, students should have a firm foundation in use of writing conventions, effective
sentences and use of different devices.

Teachers should give students opportuny to learn and collaborate with their peers, create a supportive and
motivating environment to write, as well as give them space for their own growth.
 Writing functions for Intermediate Level
With a step moving forward from Pre-Intermediate Level,
students at this stage of the learning process are required to
grasp sufficient of the writing skills, and able to perform some
specific writing functions that are taught before.

One of the most important writing functions Intermediate Level

learners should acquire is Process Writing. Process Writing
basically includes pre-writing, planning, drafting, revising and
editing. However, The Hayes model claims that the process also
contents of other main components such as task-environment,
which contents the writing assignment itself, where there are
the writing topic, the target audience, and motivational factors;
and writer Long term memory, which provides factual
knowledge, skills and specific procedures.

Within the planning stage, teachers should emphasize on the goal setting step. Based on the information
students can draw from the task environment, setting goals helps students identify the purpose of their
writing as well as outline the writing as a whole in a more organized way. Then, the long-term memory that
students comprehend through their background knowledge, previous experience allows them to make
connections and find similarities with the essay assigned. Planning and outlining can be more easily
developed once the goal is set. It is significantly essential for writers to select the most relevant items of
information retrieved and organizes them into coherent writing plan.
Writing functions for Intermediate Level
Writing is inevitably a long process that required a lot of
planning and drafting. With that being said, students
are encouraged to follow steps in oder to deliver an
effective writing piece. Additionally, revising stage also
plays a key role in enhancing the quality of the written
output.

After revising is an editing stage, this step can be done

idependently or within pairs work. For younger
students, peer editing can be more helpful and more
productive. Peer editing enables more accurate
grammar checks and right use of conventions. It is
important to let students finish their first draft before
editing since the editing process might interrupt the on-
going process and idea flow.
 Writing functions for Upper-Intermediate Level
Once students are fully acquired with all writing skills and functions, writing ideas become the main focus
of the writing lesson for Upper-Intermediate Level students. In order to achieve a clear, fluent and
effective communication of ideas, there are some factors that should be considered:

• the content of the writing should be relevant, original and logical

• students know how to follow the writing process (planning, drafting, etc.)
• the purpose/reason behind the writing must be set
• word choice is deveoped with extented vocabulary, idionms and personal voice
• the writing is organized into logical paragraphs with topics sentences and suppoting ideas, which must
be coherent and united
• students should always follow accurate grammar rules for subject-verb agreement, articles,
pronouncec, etc.
• syntax such as sentence structure, sentence boundaries, stylistic choices, etc. is correctly used

Build on what students already know

Instead of jumping right into the vast seas of writing, students’ writing can be strengthened bit by bit
through skills built and background knowledge learned. Free writing, dictation of a few sentences or a
short paragraph and note taking are encouraged.
 Writing functions for Upper-Intermediate Level
Build paragraph coherence
It is mentioned that forming sentences is the most fundamental and important writing skills. Without
properly formed sentences, there are no topic sentences, no supporting sentences and no paragraphs.
Structure isn’t even approachable. The sentence is the glue that keeps all other aspects of writing together.
At this level, there is no doubt that students should be able to master this skill before learning how to build
coherent paragraphs. Once your students have a solid understanding of how to create proper sentences,
you can move them into paragraphs. Showing your students how to construct paragraphs will give them a
lifelong skill they’ll use in everyday life as well as professional ventures.

Understand writing structures

Students should learn that well-developed outlines will make the writing easier, save more time thinking
what comes next, and give them a flow. For higher level, this can be done independently. On the other
hand, teachers can also provide a model and help develop structure with the students. It is necessary to
always include a section for topic sentences and supporting sentences in order to keep the students’ minds
organized and focused.

Understand Formal and Informal writing

“As your students' progress into well-crafted writing, you’ll want to move them toward understanding the
difference between formal and informal writing. Depending on the students’ ages, levels and interests,
understanding formal and informal writing styles could be incredibly useful."
 Writing functions for Advanced Level
Recent research claims that “the most reliabe predictor of the child’s future academic and professional
achievement is: the number of books in the house.” In other words, reading plays a key role in building
student’s general knowledge for other language skills, especially, writing.

“Language functions refer to the purposes in which we use language to communicate.” Similarly, we use
writing for a variety of formal and informal purposes and specific grammatial structures and vocabulary are
often used with each functions. Students with pre-advanced level English proficiency must excel at language
functions and practice enough functional vocabulary and grammatical structures. On the other hand,
Advanced students should have an in-depth knowledge of all functions of English language.

Expressive and Communicative Functions Interpretative Functions

This is the most basic function of language. We use
language, or writing specifically, to communication
with each other on a daiy basis. Students at all
ages and all levels can learn how use writing to
express their thought and ideas. At a more
advanced level, students can use this writing
function to state and even reason their opinions.
“The interpretative function serves to restore a
state of cognitive equilibrium.” While writing in
general engages readers, interpretative
writing forges emotional and intellectual
connections. Writing helps make sure the messages
can be precisely interpreted and delivered. In other
words, it is simply to provide information.
 Writing functions for Advanced Level
Control Functions Social Functions
Writing can go beyond delivering messages, “While promoting a sense of personal identity
committed writers can send out the messages and language also serves to develop a sense of social
make changes. To simply put, writing can be identity, a sense of belongingness to a particular
persuasive and have effect on others. One good group, marking out different degrees of social
example for this is advertisements. proximity and distance.” Writing is not necessarily a
one-way communication but rather a social
interaction. Once students find their tone and voice,
Creative Functions it becomes more developed and interactive.
It has been shown that language plays a very
crucial role in imaginative and creative activity.
“Language, then not only helps us to control and
regulate our cognitions but also enables us to break
free and engage in creative imagination.” When
students reach the advanced level and properly
perform the most fundamental functions of writing,
they can take a step out of the rules and steps and
create writing of their own. Some examples of
creative writing are novels and poetries.
 Outline writing activities for all levels
One of the most important skills of writing is the writing process, where students practice planning and
drafting, revising and editing. Thus, writing activities should at least incorporate any two of the process steps
to helps students practice writing and editing. Since writing can be improved through reading, dictating and
adapting to one own’s voice, activities for writing shoud encourage students to write freely, then have it
checked and edited with constructive feedback for development. Some of the examples for writing activities:

Correct the mistakes – This requires the ability to detect and correct mistakes within a given written text.
Students are asked to write freely within an assigned topic and have their partner to cross check for mistakes.
Mistakes are underlined and the writer’s next task to fix those mistakes. This is a good practice for peer editing
stage.

Collaborative writing – Familiar to shared writing, teacher can ask their students to write a story together.
Students can take turn to write a sentence and pass in the next one. Then the whole group can re-read and
revise the story together.

Write story from images – Teacher give the students a stack of mixed up pictures, ask them to place those
pictures in order and write a story about it. Story plots varies among students as there’s no answer key.
Students can practice creative writing and editing with their friends.

Shorten the texts – Teacher give the students a bulky text overloaded with long expressions and ask them to
shorten the text and remove unnecessary details in order to make the text clearer and more concise.
 Outline writing lesson plans for all levels
An ideal writing lesson plan should include:
• warm up – to get students thinking about the materials used later on
• introduction – to present and get students interested in the topic
• practice – to give students time to work individually or in pairs
• production – to leave student space to produce their own materials
• review – to cool down and end the class, and to check students uderstanding of the lesson
• However, depending on the focus of the lesson, different detailed stages can be either included or excluded.

Stage 1 – Model text Stage 2 – Practice

This stage is to provide students with
model texts to get them analyze the
writing genre and its distinctive
features. Model text is one of the
writing tools that cultivate students to
express their ideas in the most
appropriate way and promotes the
awareness of the conventions of typical
different genres in English.
This stage involves working on the language and format of the
genre, that trains students in using the right types of
languages, linking words and layout. Besides, through well-
designed activities, students can practice expressing ideas and
choose whicch to focus on.
• generating ideas – though model text helps with guiding how
students produce their ideas, the most important part is
students to generate their own actual ideas regarless of
grammar or structure.
• focusing ideas – this involves thinking about which of the
many ideas generrated are the most important or relevant,
and perhaps taking a particular point of view; teachers can
use mind map or some useful collocations to guide them
express their ideas.
 Outline writing lesson plans for all levels
Stage 3 – Topic
Teachers must be mindful when assigning a writing topic, which should be contextualized and well-
understood by students.
• contextualizing the topic – this means the topic should answering the requirements: who is the
audience? what is the purpose of the writing?
• understanding the topic – learners must understand the topic, what genre they are about to produce,
who are writing to and why they are writing about the target topic
Stage 4 – Process Writing
After understanding the topic, teachers will introduce the procress writing. “In pure process approach, the
writer goes through several drafts before producing a final version.” In actual pratice, the second drafts are
not always necessary.
• planning – students will be asked to collect as many ideas as possible about the topic from all ideas they
have generated
• drafting – students will write the first version of their witing without concerningany accuracy
• revising – students then are encouraged to look overally at the text organization, pay attention to
relevant ideas and get rid of those that don’t fit while add more ideas if needed
• editing – students at this stage will focus on re-organize their draft, check for grammar, mechanics or
dictions; this can be done independently, or teachers can encourage peer evaluation to gain more
comment on the content
• reviewing – after revising by themselves and have their peers help with editing, teachers will correctthe
writing with more detailed comments
• final draft – the last stage is students to write their final version of the text by adapting and adjusting
their mistakes and errors.
 Activity based methodology activities for all levels
As opposed to asking students to simply be outside observants, listen and jot down notes, activity-based
methodology kindles kids to be active participants with practical activities that teach problem-solving
skills and independent learning by stimulating their senses, such as sight, smell, vision or feeling, and
getting them involved in the subject.

As its self-explanatory name, activity-based teaching method means learning by doing and can be
applied in all subjects and for all skills. It helps students to have better understanding of a lesson,
inspires them to apply their own creative ideas and knowledge in different ways, gives more
opportunities to work independtly as well as in groups. Nevertheless, teachers should be well aware of
different learning styles within classroom so as to adapt a proper procedure and lesson plan.

Learners will be able to memorize and retain information better

through physical and mental involvement in the learning process.
Some other essential skills that students can benefit for their
later social life include teamwork, critical thinking.
Additionally, kids learn how to take responsibilities for their own
learning experiences with hand-ons materials, realistic problems
and scenariors.

Students reading skill can be improved as the reading activities

engaged them actively.
“Students can acquire compentence in language skills if they are
exposed to meaningful language learning activities”
 Approaches and techniques for the writing skills
Improving writing skills does not only require more time and practice but also involves several approaches and techniques.

Communicative Writing Approach

This focus on the idea that learning language by communicate real meaning. In other words, this practice
underlines the fact that students can grow and develop their own learning system better when teaching writing
revolves around the learning itself. This means students are encouraged to practice writing on their daily basis
through short messages, annoucements, meeting arrangements, letters ,reports, etc. Students can benefit from
communicative way of learning writing as it builds their confidence and habits of english communication. Lesson
becomes more learner-centered, real communication are made and authentic materials are used.

Free Writing Approach

Free Writing promotes writing quantity rather than quality, and fluency rather than accuracy. This encourages
students to write freely, as much as they can with the pinciple that once their ideas are written, writing
organization sets in place. This approach is considered at the prewriting stage of the writing process as students
do not have to focus on rhetorical concerns, conventions and mechanics but rather writte without any restricts
within a set period of time. This helps students who are struggling with ideas and concepts. On other hand, this
practice should not be incorporated when the lesson is more about structure and punctuation.

Free Writing Approach

This is known as a whole language approach that involves reading and activities through learners’ personal
literacy experiences. Language Experience Approach simply means all language skills – reading, writing,
listening and speaking, are intergrated, whichi makes the learning process becomes more personalized and
creative. “The approach develops literacy not only with the whole learner in mind, but also the whole language.”
 Approaches and techniques for the writing skills
Improving writing skills does not only require more time and practice but also involves several approaches and techniques.

Guided Writing Approach

Teachers usually use this approach to support students with psychologically and cognitively difficult activity by
guiding student throughout the writing task based on what the students have learned from the previous lesson.

Paragraph Pattern Approach

This approach promotes the fact that people construct and organize communication in several ways, hence, it
aims on writing organization by refering to model paragraphs and passages.

Process Writing Approach

This is considered as the most helpful and popular approach for writing skills, which includes differen stages such
as pre-writing, drafting, revising and editing. Students can learn a lot from this developmental writing process
and have more in-depth understanding of how writing works.

Grammar-Syntax Organization Approach

”This approach stresses on simultaneous work on more than one composition feature.” Teachers should train
their students to pay close attention to organization and work on the necessary grammar and syntax, since
writing skills can not be learned sequentially.
 Approaches and techniques for the writing skills
Beside several approaches that teachers can incorporate in the classroom, students should apply some necessary
techniques that helps their learning process more effective.

Subject – Verb Agreement

When it comes to learning a language, mastering the most fundamental skills is significant important before
moving on to more advanced study. Since different languages have its perferences for sentence structures and
idiosyncresies of meaning, excelling in English subject - verb agreement helps learners develop stronger and more
accurate sentences. Additionally, “linguists regard English primarily as a right-branching direction language”,
where sentences begin with subject and verb.
Word order
“A sentence is a mircocosm of a story.” For any types of writing, every sentence counts, every sentence ideally
should have a strong structure, good use of word and be meaningful. Word order plays an important role in
creating a more depth to the writing.
Sentence Length
One of the most common challenge that some learners find in practicing writing skills is the sentence length. Lack
of grammar or vocabulary tends to result in writing sentences with the same length as students are more likely to
stick to the one or two sentence structures that are most familiar with. Sentence length can be varied according to
the purpose of the sentence. Expanding the vocabulary and grammar backgrounds is helpful when it comes to
using idioms or more complex structures.
Read
It has been shown that regular reading is a stepping stone to better and strengthened writing skills. This is
another way to helps students expand their vocabulary. Learning new words by context clues shows students
different ways of using words. Moreover, being exposed to more mentor texts enables students to find their voice.
 Guided writing approach
“Guided writing involves a teacher working with a group of students on a writing tasks.”

This approach focuses on what students have previously learned and teacher’s instruction to support students
psychologically and cognitively. In classroom setting, guided writing can be fully exploited by providing students
the framwork and demonstrated language and let them complete the task along with the teacher. It also works
well for small group of students with similar abilities and levels and allows students have more open discussions
about what they are asked to complete. Teacher’s task is to clarify the writing task more clearly and identify
roadblocks students need to tackle.

While shared writing requires more collaboration among students, guided

writing encourages students to write more independently while in a small
assigned group. This approach enables more confidence in students and
ensures them that their teacher is there to help them along the way.
Guided writing also promotes:
• immediate feedback and guidance, because teacher can give instant
feedback and always be on hand to help them right away,
• peer support, which is exceptionally important when students are put
into group based on their level and abilities,
• a more focused studying setting, where students can benefit from their
learning, be less distracted and are offered more time to practice,
• space for inspring discussion and more time to share.
 Guided writing approach
“Guided writing involves a teacher working with a group of students on a writing tasks.”

Though this is a very effective method for all

learners of all levels, it sometimes build
students a habit of waiting for the teacher to
check and correct, instread of moving on to the
rest of the task by themselves. Hence, teacher
should know how to incorporate and practice
guided writing in the classroom. First and
foremost, teachers can encourage free writing
as to have a collected set of writing that helps
with evaluate the students’s level and writing
skills. This helps with grouping students more
effectively before the guided writing practice.
Teachers must make sure that instructions are
given clearly so students can understand the
task as well as the purpose of the writing. The
aim of guided writing is that students create
their own unique work, as they normally would,
but with tailored guidance.
 Key writing skills
Starting from Intermediate Level, students should practice the following key writing skills:

Descriptive Writing
“This is a literary device in which the author uses details to paint a picture with their words.” In other words,
descriptive writing primarily used to describe a person, a place or a thing in a way that help draw a clear picture
in the reader’s mind. This writing process requires a lot of paying attention to details and uses of the five senses
to observe. Effective descriptive writing enables readers to experience what is written and draw a connection
through the use of sensory details. For lower level students, teachers can teach them how to use their five
senses and write what they are seeing, hearing, smelling, touching and tasting.

Directive Writing
This can be simply indicated as a set of direction issued for others to follow. There are words including explain,
compare, contrast, justify and analyze which present the way in which the materials is to be presented. Students
can practice directive writing with the given maps, recipes, steps, etc. and re-write using their own words. It is
important to make an outline and be organized in this type of writing.

Dialogue Writing
As in its definition, dialogue indicate a character speaking, it can be outer or inner dialogue. While outer
dialougue shows what a character says and talks to another character, inner dialogue is more of thought to
themsevles. Dialogue provides additional information and feeling about the character, and helps bring the story
to life. Writers incorporate dialogues into writing as a literary technique in order to advance the plot, reveal more
character’s thoughts, feelings and reactions.
 Key writing skills
Informative Writing
Informative writing serves the informative purposes instead of persuasive manner. This type of writing provides
information of a particular topic with accurate facts without aiming to get any reaction or change within the
readers. Some specific purposes of informative writing are sharing new information, describing a process,
clarifying a concept, giving an explanation, etc.

Creative Writing
This is “a form of writing where creativity is at the forefront of its purpose through using imagination, creativity
and innovation” to create a story using strong written visuals and added emotional impact. For examples, poetry,
novels, short fiction, etc. are form of create writing. Creative writing tends to leave stronger impact and
emotional intrigue within readers. Sometimes it includes fictional factors and settings.

Opinionative Writing
This writing allows writers to express their personal opnions effectively in a reasoned and coherent manner.
Opinionative writing is considered as “an elementary type of argument” in which writer gives solid reasons for
their stated opinions and perferences.

Review Writing
“Review and commentary writing tends to be a piece of wrting in which writer offer their personal opinion.” In
other words, the conclusion depends and counts on the writer personal knowledge. This also means supporting
ideas, points and valid reasons are extremely important when it comes to review writing as it demonstrate how
much the writer knows about the specific topic. Typically, review writing focuses on strengths and weaknesses,
using evidence to back up the ideas. It is also used to draw conclusion from personal opinions with condidence
and authority.
 Presentation skills for the writing skills
This presentation skills refers to brief and up to the point information. This means that information
delivered are generally stick to the facts and avoid complicated details. The presentation should be
organized from most information topic to least.
Mastering some presentation skills can help educators as well as learners to enhance their writing skills
as communicative skills involves several languahe skills.
Here are some presentation skills that are useful for everyone:
• Audibility • Energy and Enthusiasm
• Pace • Eye Contact
• Pitch • Gesture and Movement
• Articulation • Stance
• Emphasis • Confidence
• Pause • Use of notes

Effective writing and presentation skills are

learnable and can be improved through time. It is
useful to learn how to turn these skills into good
habits and be mindful to appply these skills in every
message written or presentation until it become
automatic.
 Improving adult learners writing skills
People learn writing skills for multiple purposes, for employment, training, higher education, lifelong learning or
simply just for entertainment. As academic writing opens many doors to opportunities, adults who don’t always
write academically well might encouter some difficulties and barriers in life. Moreover, today’s world are in
higher demands for levels of literacy and English proficiency, which is why adult education programs have
become highly enrolled. Often, adults that take parts in education to improve their personal skills or for
employment and education purposes have identified specific goals for their learning. Though their objective are
certain, some might not be able to recognize their unabilities or needs. Some learners need to focus only on
expanding vocabulary, some might need more practice of different language skills.
As educators, it is highly important to support adult learners to find their own difficulties, their area
need improving and their learning needs in order to continue reaching their learning goals.

As opposed to other language skills, first and foremost, especially for adults, most of learners learning skills
have been touched on, it is more crucial for them to expand their vocabulary. “Building up your vocabulary is
one of the key things to further improving your general reading comprehension. The more you read, the better
you get at understanding the context in which the words are used.” Moreover, learners should know how to
spell those words correctly as incorrect spelling can changes the entire meaning of the sentences.

For adult learners, it is also important to read regularly. It is believed that “we learn to write best by reading”.
Reading enables more ideas, more writing styles and appropriate word choices.

Last but not least is to enhance grammar. Always use the appropriate tense and remember to use punctuation.
Punctuation is a great way to make your writing clear and fluent.
5 relevant activities

1. Write an Ad
This activity promotes creativity and involves a lots
of research and background knowledge.
• Materials: Paper, Randome Objects, Pencil
colors, etc.
• Prepare: Advertisements Examples,
Infographics and some random objects in the
classroom.
• How: Students can work individually or in
groups. Each team will choose a random objects
from the given list and their task is to make an
advertisement to promote that object. Students
should understand what is an advertisement
and can refer to some examples from famous
brands. Teachers can provide a list of guided
questions to help students build the ad content.
Students should in the benefits and drawbacks
of the objects and who are the target customers
of that object. Then, each team will have a few
minutes to present and other teams can vote.
5 relevant activities
2. Letter to Santa
Letter writing is an essential aspect for young
English learner. This activity involves students’
personal interest and can make them feel related.
• Materials: writing papers, guided questions or
templates
• Prepare: templates and examples to helps
guide students for their writing
• How: This activity asks students to write a
letter to Santa Claus about what they want for
Christmas. Teachers can prepare extra
guiddance such as prompts to suggest what
they should write about. For examples, what
they want for Christmas, why do they want that
gift, and list down 3 things they did well during
the last year to convince Santa. Then, students
can share with their partners after finishing
writing.
5 relevant activities

3. Five Sense Writing

This activity helps students practice descriptive and
narrative writing using the five senses.
• Materials: pictures of different objects and things
• Prepare: some writing worksheet that help students
organize their ideas
• How: Students will be divided in pairs. One person
from each pairs will be given different pictures of
different things or objects and asked to describe that
given pictures using the five sense (sight, smell, touch,
taste, hear) without naming that object. Students can
only descibe the object based on what they observe,
imagine how they would taste, etc. Then the other
person from the pairs will have to guess what the
object is. Students who describe will have to write
down on the five-sense worksheet. For examples, the
picture given is a bar of chocolate. Student will have to
describe the color, the taste, the smell, and what they
might hear and feel.
5 relevant activities

4. Three-word Story
The aim of the activity is to create stories by
collaborating with classmates using three words at a
time.
• Materials: Minimal preparation is required for this
activity.
How: Teacher will start the story with three words, then
a student continues the story with their three words. The
last student volunteer proceeds with their three words.
As the story progresses, write everything that is said on
the board so that it is easy to follow. Here is an example
of how the story might develop from start to finish:
Teacher: I went walking…
Student A: in the park…
Student B: and fed birds.
At the end, teacher can ask the whole to act out the
complete story to demonstrate what they have all
written.
5 relevant activities

5. Comic Strips
Creating dialog for comics is a fun way for students to
spark some creativity and improve their writing skills.
This comic strips ESL activity can be done with any
popular comic strip that teacher can find online and edit
accordingly for your students’ levels.
• Materials: some comic strips, teacher can choose
some common and popular comics
• Prepare: delete all the dialogues and leave the
bubble speech blank
How: Hand out the “blank” versions of the same comic
strip, then tell them to write alternative dialog for the
scene. Give an example of what they could write in the
first scene of the comic strip, so they have an idea of
what to do. Then, have them write dialog in the
remaining blanks with a partner or group. Assign a time
to complete the task. Depending on the length of the
comic, it should probably take five to ten minutes.
Encourage them to be as creative and as funny as they
can be. The best dialog will be voted on at the end of
the activity.
 45-minute lesson plan
Topic: Character Traits

Level: Elementary Age: 6 – 8 years old

Length: 45 minutes
Resources: Comic Strips with the dialogue
Language Skills: Reading, Writing removed, Video, Markers, Character Trading Cards,
Readings, Blank papers, Venn Diagram, Describe a
TESOL Methodology: TPR, Communicative
Character Worksheet, Sticky Notes
Approach, Audio-visual approach, Task-based
Approach

Lesson Objectives: By the end of the lesson the students will be able to …

Learn about character Determine specific character traits through characters' behaviors and actions
traits and apply for Brainstorm future actions of a character based on developed character traits
narrative writing Complete a creative writing narrative using a character's specific traits
 45-minute lesson plan
Stage Activity Description Resource Timing

• Hand out the “blank” versions of a prepared comic strip

• Ask students to write alternative dialog for the scene. Give
an example of what they could write in the first scene of the
comic strip, so they have an idea of what to do. Comic Strips
Comic with the 7
Warm up • Then, have them write dialog in the remaining blanks with a
Strips dialogue minutes
partner or group.
removed
• Assign a time (4 minutes) to complete the task. Encourage
them to be as creative and as funny as they can be.
• Students then can vote for the best dialog.

• Use the most voted dialogue from the warm-up game as an

example. Ask students what the dialogues and actions tell
Introduce them about the character. 2
Pre-task
Topic • Tell the students that they are going to analyze the minutes
characters from some readings and learn about character
traits.
 45-minute lesson plan
Stage Activity Description Resource Timing

• Introduce character trait: a quality of a character, which could

include a variety of descriptive word
Teaching Character • Have students what the video: What is a Character Trait? Video 8
1 Trait • Ask them to list some of character trait. Students can list traits Markers minutes
of the characters from the previous activity (ask them to use
descriptive words to describe the characters from the comics)
• Ask each student to complete the Character Trading Card
worksheet based on the traits discovered from the character’s Character
Guided 7
Task 1 actions. trading
Practice minutes
• Conference with students individually and ask them to justify card
their reasoning for the character traits they chose.
• Read Super-Completely and Totally the Messiest or something
similar aloud to the class. Readings
• Ask students how the main character's actions help show that
she is a messy character. For example, Sophie left all her Blank
Teaching 10
Reading belongings on the floor, showing that she is messy. papers
2 minutes
• Ask students to work in pairs, pick 2 characters and list down
all the actions that show the character traits. Venn
• Then, in the same pairs, complete the Venn Diagram to Diagram
compare the character traits of the 3 characters they chose.
 45-minute lesson plan
Stage Activity Description Resource Timing

• Ask your students choose one of their favorite characters

from the readings and complete their own individual Readings
Character Card.
Then, from that book they have chosen, ask them to write Character
Independe • 8
Task 2 extensions or new scenes. For example, since Sophie is Cards
nt Practice minutes
messy, she might get spaghetti sauce all over her face
when she is eating spaghetti. Writing
• By the end of independent work time, make sure students papers
have written at least one paragraph.

• Ask students to name 3 traits about themselves.

Review & • For homework, tell students to go home and revise the new 3
Homework Writings
Homework scene paragraph, check for spelling so they can do the final minutes
draft on the next lesson.
 45-minute lesson plan
Stage Activity Description Resource Timing

• Ask students to choose one famous character of their

choice, keep it as a secret. Complete the “describe a
character” worksheet with all details filled in, except the
character’s name. Describe a
• Make sure students describe what the character looks like? Character
Character
Back up What is his/her character traits? And what does he/she Worksheet 8
Traits
Activity like/dislike? minutes
Drawing
Sticky
• Have the worksheet hang out the classroom. Notes
• Students can now go around, using the sticky notes, write
down their guesses. Who gets the character’s name
correctly, will get a star.
 Attached Materials
• Character Trading Card • Readings • Describe a Character

• Venn Diagram
 60-minute lesson plan
Topic: Informative Writing

Level: Upper - Intermediate Age: 15 – 17 years old

Length: 60 minutes
Language Skills: Reading & Writing
TESOL Methodology: Whole Language Approach, Natural
Approach, Task-based Approach, Audio-Visual Approach,
Communicative Approach
Resources: Video of news report without
audios and subtitles, News Video Clip,
Notes, List of questions, Summary
examples, Writing Prompts, Research
Graphic Organizer: Note-taking worksheet,
Evaluating Sources Checklist, Paragraph
from news article that cut into sentences.

Lesson Objectives: By the end of the lesson the students will be able to …

Gather relevant information from a variety of sources as part of

Develop understanding of the
the research
informational writing process through
Get familiar with prewriting process for an informational essay
the research stage by gathering
Use a graphic organizer to record important information and
information from credible sources
sources and reflect on how to present the information
 60-minute lesson plan
Stage Activity Description Resource Timing

• Select a recent news report from a news website, like BBC,

CNN, CBC or another reputable news television station that
Video of
you prefer to use. Generally, they should be relatively short
news
news clips anywhere from 2 to 3 minutes in length.
report
Warm News Report • Have all the audio and subtitles removed. 7
without
up Subtitles minutes
• Let the students watch the video once and work in group to audios
write subtitles for that video. One student from each team and
will represent and report the news with their own subtitles. subtitles
• Team that have the closest content will win.

• Activate prior knowledge by asking students to think about

a time they have conducted research whether for school or
personal interests.
• Ask them to think about what type of obstacles or successes
Pre-task they experienced throughout their research. Students may 3
Introduction
Lead in share about difficulty finding trusted sources, an minutes
overwhelming amount of information, or an easy answer to
their question.
• Tell the class that they will begin the research and
prewriting process for an informational essay in class.
 60-minute lesson plan
Stage Activity Description Resource Timing

• Play the news clip from warm-up game (with full audio and
subtitles).
• The students should take notes as they watch it. If they have
difficulties getting the main idea or struggle with
understanding some things, play the news clip again. Have News
Teaching Information them take more notes on what they missed in the first Video Clip 8
1 Research viewing. minutes
• After the video, have the class share their notes in pairs or Notes
groups. They should discuss what they heard and have a
better understanding of the news clip after talking with each
other. Lead feedback and offer any additional information that
they may have missed.

• Have the class write a short summary of the news clip using Notes
the notes and information that they gathered during their
discussions.
List of
• Prepare a list of questions as guidance to help students 7
Task 1 Summary questions
summarize. In addition, they could also do peer-feedback and minutes
offer each other ideas for correcting their writing.
• Teacher can give a sample summary of another news story so Summary
that they can use it as a reference. examples
 60-minute lesson plan
Stage Activity Description Resource Timing
• Explain research question - a clear, focused, concise, and Writing
complex question. They will receive a research question to Prompt
address.
Research
• Ask students select a research question from the Informational
Question Research
Teaching Essay Writing Prompt Choice Board. 10
& Graphic
2 • Show a copy of the Research Graphic Organizer: Note-Taking minutes
Note- Organizer:
worksheet and share that the purpose of this graphic organizer
taking Note-
is to record information that is found during initial research.
Explain the sections in the graphic organizer and specify what taking
type of information should go in each section. worksheet
• From the prompt students have chosen, ask them to start their
research. Teachers should give students some reliable websites Writing
for their research. Prompt
• Provide examples of relevant and irrelevant information related
to your example research question. For example:
Research 8
Task 2 Practice Topic: “How does pollution affect the ocean?” Graphic minutes
Relevant: Chemicals from trash consumed by marine animals enter the
Organizer:
food chain.
• Irrelevant: Fish have been on the earth for more than 450 million years. Note-
Show students how to make notes of relevant information. taking
Provide time for students to research and begin completing the worksheet
note-taking graphic organizer.
 60-minute lesson plan
Stage Activity Description Resource Timing

• Define credible - something that is believable and

trustworthy.
• Display a copy of the Evaluating Sources Checklist and
review the key questions to ask while evaluating sources
Evaluating
Teaching for relevance, accuracy, bias, and reliability. 8
Checklist Sources
3 • Remind students that they should check the credibility of minutes
Checklist
their sources before gathering notes from them. Go over
the reflection and conclusion questions on the worksheet
and explain that these will give them opportunity to
think about their next steps in their writing process.

• Provide the students time go over the information they

have gathered and cross check with the checklist. Make Evaluating
Peer sure the information is credible and relevant. 6
Task 3 Sources
Checking minutes
• Have students to work in pairs, read each others Checklist
research and cross check with the checklist again.
 60-minute lesson plan
Stage Activity Description Resource Timing

• Remind the students that they need to complete their Research

Review research outside of this lesson.
3
Folow up & • Preview the next lesson by telling students that they will use
Research minutes
Homework their notes to organize their information as they prepare to
draft their essay. organizer

• Prepare a short paragraph that matches the students’ skill

level. Also, try to find a text that relates to their interests
(select clip from a news article). Make copies of the text to
match approximately half of the total number of students in
Paragraph
your class. Cut out the paragraphs into sentences and stick
from news
around the classroom.
Back up Running article 8
• Students works in group, one writer and 1-2 runners.
Activity Dictation that cut minutes
Runners will go around the classroom, memorize the
into
sentences and come back to the writes, read it again. Writers
sentences
will have to write it down words by words.
• After dictating all sentences, all students in the team will
have re-organize those collected sentences in the right order
that makes sense. The team got it correct first will win.
Attached Materials
• Research Question Prompt • Research Graphic Organizer
Attached Materials
• Evaluating Source Checklist
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