Module 10
TEACHING WRITING
Instructor: Tran Thi Thanh Xuan
ABOUT WRITING
1. Aspects of writing
Handwriting
This may be a problem for SS who are
not familiar with Roman script.
Spelling
Usually more of a problem for speakers of
non-European languages.
Punctuation
Sentence construction
correct grammar 2
Organizing a text and paragraphing
Dividing the information into paragraphs
Knowing when to start a new paragraph
Ordering the paragraphs to present logical
information.
Text cohesion
The use of linking words and phrases
Register/ style
The appropriate use of language (structure
& vocab) to the formality and style of the
text.
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Task 1
• 1. A 2. B 3. A 4. B 5. A 6. B
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2. Questions answered before writing
Why - What - Who
Why (aim): to inform, to explain, to
request, to give condolences, to invite, etc.
What (text type and content): letters,
forms, reports, invitations, e-mails,
paragraphs, essays, stories, etc.
Who (audience): family, office (e.g. bank
manager, travel agent, pen-friend,
colleague), etc.
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Task 2
Task A Task B
Why - Difficult to write – depend on - Easier to write because
SS’ creativity and imagination guided by cues
- No purpose stated (only the - Purpose: a report for the
length) class
Who No audience stated Classmates
What Anything you did there Interesting activities you did
with other SS
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SHAPE OF A WRITING LESSON
Arrange these ideas to show the shape of a writing
lesson
POST-WRITING
sharing and comparing
feedback & correction
PRE-WRITING
making use of words and structures needed for
the writing task
establishing Who, What, Why
WHILE-WRITING
performing the writing
drafting and re-drafting7
SHAPE OF A WRITING LESSON
PRE-WRITING
establishing Who, What, Why
making use of words and structures needed for the writing
task
WHILE-WRITING
drafting and re-drafting
performing the writing
POST-WRITING
sharing and comparing
feedback & correction
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WRITING ACTIVITIES
KEYS TO TASK 3
A5 G1
B 10 H 12
C8 I 11
D3 K4
E9 L2
F7 M6
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FROM CONTROLLED TO FREE WRITING
Place these 6 writing activities from ‘Controlled’
to ‘Free’ writing practice on the scale below
CONTROLLED ……………………………………....FREE
1. Questions and answers
2. Transformation
3. Composition
4. Write-it-up
5. Gap fill
6. Substitution boxes 10
CONTROLLED .…2….5….…1.…6….…4…….…3…...…FREE
Reasons
2 = Transformation
Most controlled as all SS have to do is
change a few words
Structure, context and vocab are given
5 = Gap fill
Still controlled as context and a lot of
structure is given
SS think of the words which makes it more
difficult 11
1 = Questions and answers
SS are given guidance through questions
which help them structure their sentences
6 = Substitution boxes
SS are given cues to help them make
sentences
SS do not have the guidance in 1 as the do
not have structure
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4 = Write it up
SS have a lot more freedom: interview, be
able to understand the answers, be able
to write the answers down, use
information to write complete sentences.
3 = Composition
SS have very little guidance
Writing activity is free
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Guidelines for a process writing activity
[Link]
Stimulate interest: through a reading or listening
text, a speaking activity (roleplay, visuals, …)
Create a situation
Discuss text type
Think about reader
[Link] with ideas
Get ideas from SS
Note down ideas
Develop ideas
Order ideas 14
[Link]
Remind SS typical features and structure of text
type they are writing → a model is very useful
here
e.g. argument essay
Introduction to the topic
Argument for
Argument against
Writer’s conclusion
[Link]
SS write first draft, perhaps in pairs 15
[Link]/editing
SS correct and improve first draft: content,
language accuracy, organization, style, …
Perhaps peer checking
[Link]-writing
SS write final version
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GIVING FEEDBACK ON WRITTEN WORK
Task 3
Read Part B - The role of correction” and
then modify any of your ‘agree’ or
‘disagree’ choices in the light of what
you have read
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MICRO-TEACHING
Select 1 writing
task in New Tieng
Anh 10, 11, 12.
Design activities
for pre-writing
stage
Micro-teach the
activities
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