COMMUNICATIVE

WRITING
Five features of CLT (David Nunan, 1991)
1. Students learn to communicate via interaction in the target language
2. Authentic texts are a central part of the learning situation
3. Instruction provides opportunities for learners to focus on the target
language and on learning management processes themselves
4. Learners’ personal experiences serve as significant contributing
components of classroom learning.
5. Instruction attempts to link language learning in the classroom with
language learning activities outside.
HOW TO MAKE WRITING
COMMUNICATIVE
• Write for a specific recipient (e.g. a letter to a friend)
• Engage in an act of creative writing where  their work  is intended to
be read by other people
Controlled writing
• Gap-filling: Listen to the teacher/recording and fill in the blanks
• Reordering words: Write the sentences correctly
• Substitution: Provide a sample sentence, ask students to write true
sentences like about themselves( e.g. I enjoy swimming  I enjoy
walking/dancing)
• Correct facts: Provide pictures and some sentences describing the
pictures with some mistakes. Ask students to correct the mistakes.
Guided writing
• Freer than controlled writing. Teachers may
• give a short text as a model
• do an oral preparation for the writing
Giving a model text
Giving a model text
PROCEDURE
• Students read a text and study its feature
• Teachers ask questions to help students
• Students base on the text to write similar paragraphs/essays
DOING ORAL PREPARATION
PROCEDURE
• Students make suggestions.
•   Teacher builds up an outline or a list of key expressions on the board.  
• Students use these suggestions as a basis for their writing
DOING ORAL PREPARATION
PROCEDURE
• Students make suggestions.
•   Teacher builds up an outline or a list of key expressions on the board.  
• Students use these suggestions as a basis for their writing
ADVANTAGES
• It’s  flexible:  It  can  be  done  in  different  ways  according  to  
the  interests and ability of the  class.
• Ideas  about  what  to  write  come  from  students  themselves  more
interesting  and  involving It  does  not  require  specially prepared texts or
other materials  
STAGES OF WRITING
• Pre-writing
• Teacher leads into the lesson
• Teacher introduces the topic and give clear instructions
• Teacher present language input (vocab/structures/ideas) for the task by giving
cues, help students brainstorm for ideas, giving model text or doing oral
presentation
• While-writing
• Students write in groups in class or individually at home
• Post-writing
• Teacher marks students’ papers and give comments (paying attention to
errors of competence and performance and technique of corrections)
• Teacher gives feedback: pointing out good points and common mistakes for
the whole class to learn from peers