TSL3107 - Topics 1 To 7

TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL
CLASSROOM

1.0 SYNOPSIS
Topic 1 introduces you to the key concepts and issues related to the nature and purpose
of writing. It also provides you with information on the different types of writing as well
as the background knowledge (prerequisites) a writer needs to have before embarking
on his/her own writing.
1.1 LEARNING OUTCOMES
y the end of Topic 1! you will be able to"
define the term writing
describe the purpose of writing
identify the five main types of writing genre
list the prerequisites to writing
1.2 FRAMEWORK
1
TOPIC 1 : NATURE AND PURPOSE OF WRITING
#ature and $urpose of %riting
&efinition of
writing
$urposes of
writing
Types of
writing
$rerequisites
to writing
CLASSROOM
1.3 What ! W"t#$%
%riting is a system of letters (for e'ample (a! b! c! ).*+) used in interpersonal
communication. ,ost times! writing is done on flat surfaces such as paper! cloth
or stone slabs.

%ritings communicate to us news and information which are vital at all levels of
lives. -uch communication comes in various forms such as newspapers!
advertisments! bills! notices or letters.
%riting is usually learned through systematic instruction! e'ample in schools or a
child is taught to write by his/her parent.
1.& Wh' () *+ *"t+%
1.&.1 %e write for a variety of reasons! among which are the following"
to get things done
to inform
to persuade
to maintain relationships
to document occurences! events! etc.
to record feelings! e'periences! observations! etc.
1.&.2 ritton! a .niversity of /ondon researcher! with urgess! ,artin! ,c/eod!
and 0osen! in their book The Development of Writing Abilities (11-18)
have listed down the following purposes in relation to writing"
as a form of self1e'pression in which the writer e'presses his/her
opinion! views or personal thoughts (e'amples" reader2s opinion
column in the newspaper! messages or personal blogs in the
internet). The style is usually informal and less strucutred.
as a transaction in which the writer wishes to disseminate information
which will bring about certain behaviour changes or understanding
among the readers (e'amples" health1related brochures! tourist guide
book! reports! business letters). The style is formal! structured and
bound by writing conventions/formats.
3
CLASSROOM
to enhance one2s creative and aesthetic appreciation of writing in
order to derive and give pleasure and en4oyment (e'amples" writing
poems! short stories! novels! 4okes! riddles). The style is less formal
and less structured.
1., F-+ .a# t'/+! )0 *"t#$
There are five main types of writing.
1.,.1 Na""at-+ W"t#$
This type of writing comprises of a sequence of events together with characters
and setting (e'amples" a story! autobiography)
5'ample ". 6s I was observing myself in the mirror! I suddenly noticed in the
reflection the door knob of my room door turning slowly.
1.,.2 D+!1"/t-+ W"t#$
This type of writing comprises of detailed accounts of physical attributes or
qualities of a person! an ob4ect or a place. These descriptions evoke the reader2s
sense of sight! hearing! smell! touch and taste which enable the reader to form a
vivid picture of what2s being described.
5'ample " ,y late grandfather! a tall! handsome ,alay gentleman! was a
most dedicated clerk who worked in the ritish education office in
,alaya before the 7apanese 8ccupation ...
1.,.3 E2/)!t)"' W"t#$
This type of writing comprises of facts! information and e'planation of concepts!
issues or topics related to scientific or general knowledge. 5'pository pieces of
writing are impartial! which means the writer does not include his/her
interpretations or opinions (e'amples" the solar system! cooperative learning)
5'ample " 9ua Tempurung is a cave in 9openg! $erak! ,alaysia. It is popular
among spelunkers! or caving enthusiasts. ,ore than : km long! it is
:
CLASSROOM
one of the longest caves in $eninsula ,alaysia. $art of it has been
developed as a show cave with electric lighting and walkways and
there are a range of tours of different lengths and difficulty. 6 fine
river cave! the river passage runs about 1.; km through the hill.
There are three very large chambers and some spectacular
stalactites and stalagmites.
-ource " http"//en.wikipedia.org/wiki/9ua<Tempurung
1.,.& P+"!3a!-+ W"t#$
This type of writing comprises of the writer2s views or statements which intend to
convince the reader to agree/accept the writer2s point of view. -uch writings also
include facts and information which promote or support the writer2s stance. %e
can find e'amples of such writings in advertisments and political articles.
5'ample " The first reason why people shouldn2t watch too much television is
because the content of many T= programmes is not educational.
#owadays! we can see movies! series! and shows that present
scenes of violence! se'! and drugs .
1.,., A"$3.+#tat-+ W"t#$
This type of writing takes the style of a debate in which the writer first takes a
stance and presents supporting facts/points/evidence. 6t the same time! the
discussion also includes ob4ections/criticisms of the opposing stance.
5'ample" The suggestion to allow students to bring handphones to school
has sparked off a heated debate between parents and
administrators. Teachers oppose this suggestion as they opined
that handphones can be used as an e'amination cheating tool
apart from being a ma4or distraction during the teaching1learning
process. 8n the other hand! parents welcome this suggestion as
they view that times have changed and bringing handphones to
school is a way for them to keep in touch with their children!
especially in case of emergencies.
-ource " http"//thestar.com.my/education/
>
CLASSROOM
1.4 P"+"+53!t+! t) *"t#$
efore a writer begins to write! there are certain prior information or background
knowledge he/she would need to have. 6mong these are "
1.4.1 S367+1t .att+"
The writer needs to have relevant information about the topic or sub4ect matter
he/she wishes to write on. -uch prior knowledge can be gathered from reference
books! 4ournals! discussions with e'perts! observations or personal e'periences.
1.4.2 P3"/)!+
The writer2s purpose will affect the way he/she writes. ?or e'ample! does the
writer wish to persuade the reader to purchase the latest model of a particular car
or does the writer wish to inform the reader about atrial fibrillation (a heart
abnormality)@
1.4.3 I#t+"a1t)# a#( a !+#!+ )0 a3(+#1+
The writer needs to establish his/her audience. The following questions serve as
a guideline"
%ho is the target audience@
6re they children! teenagers! young adults! professionals in the
same field! women! hobbyists! general readers@
%hat is the knowledge level of the targe audience@
6re they beginners! intermediary or advanced level readers@
Aow to attract the audience2s interest@
-hould the layout include pictures! charts! diagrams or 4ust printed
words@ $erhaps have a catchy (interesting) title.
1.4.& La#$3a$+
B
CLASSROOM
It is important that a writer needs a repertoire of language skills to enable him/her
to write effectively. These skills include a range of sentence patterns! words!
stylistic variants ! knowledge of idiomatic e'pressions and phrases. 8verall! the
writer needs a strong understanding of te't as a written discourse where the
those skills are inter1related to produce a coherent piece of writing.
T3t)"a8 Ta!9
-ource for information related to (%hat a writer needs to know+ (prerequisites to
writing). Compile your information into the following categories"
D Conventions
D Thinking -kills
D 8rganisational -kills
D =alue -ystems
D ,echanics
D The %riting $rocess
R+0+"+#1+!
Chitravelu! #.et.al. (3EEB). 5/T ,ethodolology" $rinciples and $ractice. -elangor" ?a4ar
akti
ritton! 7.! urgess! 6.! ,artin! #.! ,c/eod 6.! F 0osen! 0. (1GHB). The
development of writing abilities, 11-18. /ondon" ,acmillan 5ducation.
;
TOPIC 2 : DE:ELOPMENTAL STAGES OF WRITING
CLASSROOM
2.0 SYNOPSIS
Topic 3 introduces you to the developmental stages of writing which are writing
readiness! early writing and developmental writing. 5ach stage provides you with
e'planations! e'amples and basic principles of teaching.
y the end of Topic 3! you will be able to"
develop understanding of writing readiness
develop understanding of early writing
understand the stages of developmental writing
2.2 FRAMEWORK
2.3 W"t#$ R+a(#+!!
H
&evelopmental -tages of %riting
%riting
readiness
5arly
writing
&evelopmental
writing
CLASSROOM
%riting readiness refers to a stage in a child2s early life where he displays signs
of wanting to put his thoughts or ideas into visual forms. These visual forms may
initially look like doodles!squiggles! crooked lines or even drawings of stick
figures. 6ll these are representations of a child2s"

knowledge
a realisation that he can put his thoughts into words which greatly
increases his growing knowledge of the world around him
interest
beginning to discover the interesting fact that writing is another form of
communication
visual readiness
beginning to recognise shapes and numbers as well as distinguish letters
in the alphabet

visual memory
beginning to recognise one or two syllable words (cat! rabbit)
motor and coordination skills
1 beginning to display a dominat writing hand (eg" being left or right1
handed)
1 motor coordination of the hand! wrist! elbow and shoulder when writing
1 displaying eye and hand coordination skills.
I
,any preschool activities that 4ust seem like fun are actually building fine
motor skills and eye/hand coordination. Aere are 1E e'amples of activities"
J %orking with
$u**les
J uliding with blocks J $ouring water into cups
J-tringing beads J ?inger painting J ouncing and catching
balls
J Cutting with
scissors
J &rawing J ,atching shapes
JThreading (sewing (
cards

CLASSROOM
-ource " http"//voices.yahoo.com/writing1readiness1getting1preschooler1ready1for1
BHB>G;E.html
2.3.1 P+#.a#!h/
$enmanship is the technique of writing with the hand using a writing
instrument (pencil! pen! crayon! brush). It is crucial that children are taught
the skills of penmanship despite the fact! that computer1printed documents
have greatly reduced the need for handwitten work.

-ource " http"//www.reporternews.com/news/3E13/dec/EI/write1or1wrong1relevancy1of1
penmanship1by1todays/
G
#ew technology has definitely replaced the need for as much
handwritten work! so handwritting has suffered. Aowever! there
will always be a need for a certain amount of handwritten work!
such as writing essays during e'aminations ! filling in forms or
taking notes. Aence! it2s critical to develop good penship.
Kim 6le'ander! &istrict 5ducation -uperintendent
/etter formation often is the root of students2 handwritting
problems. They start at the wrong place. ?or e'ample! when
you write an Le2 you should start at the middle instead of at the
bottom. Mou start at the middle then go up! around and down.
If you have correct letter formation! your writing is more
efficientN you2re quicker. There2s a reason you write your letters
in a certain order.
allard! third grade teacher
CLASSROOM
-ource " http"//www.reporternews.com/news/3E13/dec/EI/write1or1wrong1relevancy1of1
penmanship1by1todays/
Techniques of good handwriting include"
space between letters! words! paragraphs
alignment
proportion! si*e! height of letters (upper case! lower case letters)
direction of pen movements
2.& Ea"8' W"t#$
&uring this stage of writing! a child begins to develop basic understanding of the
mechanics of writing.
2.&.1 S+#t+#1+ 1)#!t"31t)# a#( /a"a$"a/h *"t#$
1E
5ffective writing requires a sound understanding of the mechanics of good
writing. 6 useful analogy in thinking about the mechanics of writing is that of
driving a car. Important information includes
the various components of the car (parts of speech in writing)
how these components function together (the rules of
grammar)
what is needed to keep the car moving along! stopping and
starting in the right places! and pausing whenever it is
necessary (punctuation)
0ead more at " http"//writingworkshop.edtec.unsw.edu.au/mech.html

CLASSROOM
6n integral part of writing is the ability to construct sentences and
paragraphs. It is important for a teacher or parent to teach a child to write
using systematic methods and various activities.
The main principles in teaching children to write are "
D provide meaningful conte't for wriitng
1 create opportunites for chidlren to write! e'amples birthday card
to daddy! thank you card to grandma! writing shopping lists!
copying food labels
give children insights into writing
1 create an awareness and develop a deeper understanding of the
various forms and functions of writing
D develop children2s curiosity and thinking skills
1 enourage the desire to put their thoughts into writing for e'ample!
a child writes a simple poem e'pressing his sadness that the local
council has cut down his favourite tree in the park
1 create in them the curiosity to know the consequences of their
writing for e'ample the above child2s poem gets published in the
local press resulting in an e'planation by the council that the tree
was old and termite1infested ! therefore it was cut down.
-ubsequently a new tree was planted to replace the old tree.
D read to children
1 reading aloud and participatory reading of stories provide rich
resources for children to develop ideas to write as well as
increasing their vocabulary range. 6dults (teachers! parents!
grandparents) need to set aside time and take the effort to read to
children.
11
Teaching children to write sentences can be difficult because of the
abstract concept of the two parts of a sentence O the sub4ect and
predicate. Children mistakenly use sentence fragments in their
writing because that is how people commonly speak. ,odeling
proper sentence structure and activities that help students
understand necessary parts of a sentence will teach children to write
them correctly.
0ead more " Teaching Children to %rite -entences
http"//www.ehow.com/info<I3GG:H><teaching1children1write1
sentences.html
CLASSROOM
2., D+-+8)/.+#ta8 W"t#$
13
-entence or not a sentence@
8ne of the first things I try to teach my students is to recognise
sentences. They learn that sentences e'press a complete idea.
Aere are some e'ercises that will help them recognise
sentences).
Aave each student make two cards (one will say
-5#T5#C5 and the other will say #8T 6 -5#T5#C5).
The teacher then reads phrases aloud. If it2s a sentence!
the children must raise the correct card. If it2s not a
sentence! they must raise the other card.
0ead more " -entences" 6ctivities and /essons
http"//www.busyteacherscafe.com/literacy/sentences.html
CLASSROOM
&uring this stage of writing! a child progresses into a deeper understanding of the
mechanics of writing which includes the following"
spelling
grammar
te't organisation and cohesion
2.,.1 S/+88#$
%hen teaching spelling! the teacher should focus on "
teaching the relationship between the most common phonemes
(sounds) of 5nglish F graphemes (letters)
teaching the most common words.
developing visual memory for shapes of words.
developing relevant dictionary skills.
helping pupils devise ways of helping themselves to remember
common but some trouble words.
%hen it comes to teaching children to spell! there is no magical method but a
practical approach is to integrate spelling in listening! speaking! reading F writing.
2.,.2 G"a..a"
1:
Th+ D);! a#( D)#;t! )0 S/+88#$
?irst of all! please note that very little research is available
regarding the teaching and acquisition of spelling skills.
Aowever! evidence of good practice is. ,any teachers have
developed the tried and true strategies to help their students
become better spellers. Aere is what they say and do" )).
0ead more http"//specialed.about.com/od/literacy/a/spell.htm
CLASSROOM
It is essential that children are taught grammar rules to enable them to be
better writers. Teachers can refer to a range of resources for ideas to
teach grammar meaningfully and en4oyable.
2.,.3 D1tat)# a! a W"t#$ E2+"1!+
1>
Teaching children 5nglish grammar can be a daunting task for two main
reasons. ?irst! there are so many nuances of the langauge for children
to learn. -econd! learning all these rules can be boring. Aowever!
teaching 5nglish grammar can be done in an engaging way.
Aere are some ideas"
1. 5'pose your students to the proper use of 5nglish grammar.
Children will internally develop grammar rules on their own through
e'posure to the language. It2s your responsibility as the teacher to
provide this e'posure. This means always modelling proper
grammar in your speech and writing. If you don2t want your
students to make errors in sub4ect1verb agreement! don2t make
these errors yourself. 6lso! get your students reading as much as
possible. 9ood writers do a lot of reading.
0ead more" Aow To Teach 5nglish 9rammar to Children
http"//www.ehow.com/how<>>G:GHG<teach1english1grammar1
children.html
CLASSROOM
&ictation is a time1proven technique in writing practice. It may seem
conventional or even outdated in this age of information technology but
this technique is beneficial in many ways.
2.,.& T+2t !t"31t3"+ a#( )"$a#!at)#
The term (te't structure+ refers to how information is organised in a te't or
passage. Information is organised according to certain patterns/format.
%riters (as well as readers) need to know the various patterns/format to
enable them to write accordingly.
Aere are seven common te't structures"
cause and effect
choronological
compare and contrast
order of importance
problem and solution
sequence/process writing
1B
?rodesen writes that dictation can be an (effective way to address
grammatical errors in writing that may be the result of erroneous
perception of 5nglish)..&ictation can help students to diagnose and
correct these kinds of errors as well as others.+ (1GG1). 8ur students2
inability to produce grammatically correct sentences is familiar to every
teacher! and since our students hear or see little 5nglish outside the
classroom!).. giving dictation e'ercises could be looked upon as one
way of redressing this.
0ead more" The ,any enefits of &ictation 5'ercises
http"//whatsnewintheworld.blogspot.com/3EEI/E;/many1benefits1of1
dictation1e'ercises.html
CLASSROOM
spatial/descriptive writing
Teachers should focus on a variety of activities/e'ercises to build
sentences and form paragraphs of the different te't structures.
TUTORIAL
1. Collect a sample of a child2s handwritten work. -tudy the handwriting and
identify the problems. &iscuss appropriate techniques to help overcome
those problems.
3. Identify suitable activities to develop sentence construction and paragraph
writing skills among primary1level pupils.
R+0+"+#1+!
Chitravelu! #.et.at (3EEB). ELT ethodololog!" #rin$iples and #ra$ti$e. -elangor" ?a4ar
akti.
1;
1. Ca3!+ a#( E00+1t " The resuls of something are e'plained.
5'ample " The dodo bird used to roam in large flocks across 6merica.
Interestingly! the dod wasn2t startled by gun shots. ecause of this!
fronriersmen would kill entire flocks in one sitting. .nable to sustain
these attacks! the dodo was hunted to e'tinction.
3. Ch")#)8)$1al " information in the passage is organised in order
of time
5'ample " 7ack and 7ill ran up the hill to fetch a pail of water. 7ack fell
down and broke his crown and 7ill came tumbling after.
0ead more at" http"//www.ereadingworksheets.com/te't1structure/
TOPIC 3 <Pa"t I= : APPROACHES TO TEACHING WRITING
CLASSROOM
3.0 SYNOPSIS
Topic : introduces you to several techniques of teaching writing. e aware that there
are no (correct+ or (best+ way of teaching writing. Mour choice of technique depends on
a combination of factors such as learners2 cognitive/proficiency levels! classroom
environment or learning outcomes. %e encourage you to try out the techniques
suggested in this topic and of course! adapt if the need arises.
y the end of Topic :! you will be able to"
select appropriate teaching techniques
design suitable writing activities
3.2 FRAMEWORK

3.3 P")(31t A//")a1h t) T+a1h#$ W"t#$
1H
6pproaches to Teaching
%riting
$roduct
6pproach
$rocess
6pproach
9enre
6pproach
CLASSROOM
This is a traditional! behaviorist approach in which learners imitates or copies
the writing models supplied by the teacher. 6 model for such an approach is
given below"

-ource" http"//www.teachingenglish.org.uk/articles/product1process1writing1a1comparison
3.& P")1+!! A//")a1h t) T+a1h#$ W"t#$
This approach looks at writing as a process (in whi$h st%dents are given time to
thin& abo%t and dis$%ss their ideas on a spe$ifi$ topi$, write a draft or framewor&
1I
-tage 1
,odel te'ts are read! and then features of the genre are highlighted.
?or e'ample! if studying a formal letter! studentsP attention may be
drawn to the importance of paragraphing and the language used to
make formal requests. If studying a story! the focus may be on the
techniques used to make the story interesting! and students focus on
where and how the writer employs these techniques.
-tage 3
This consists of controlled practice of the highlighted features! usually
in isolation. -o if students are studying a formal letter! they may be
asked to practise the language used to make formal requests!
practising the PI would be grateful if you would)P structure.
-tage :

8rganisation of ideas. This stage is very important. Those who favour
this approach believe that the organisation of ideas is more important
than the ideas themselves and as important as the control of
language.
-tage >
The end result of the learning process. -tudents choose from a
choice of comparable writing tasks. Individually! they use the skills!
structures and vocabulary they have been taught to produce the
productN to show what they can do as fluent and competent users of
the language.
CLASSROOM
of what the! want to sa!, dis$%ss this again and then to write a detailed a$$o%nt'(
()ilfoil and der Walt, 1**+",-,)
The four common stages to this approach are"
P"+*"t#$: selecting a topic and planning what to say
W"t#$" putting a draft version on paper
R+-!#$: making changes to improve the writing
E-a83at)#: assessing the written work
Sta$+ 1 <P"+ *"t#$=
9enerating ideas by brainstorming
and discussion. -tudents could be
discussing qualities needed to do a
certain 4ob! or giving reasons as to
why people take drugs or gamble.
The teacher remains in the
background during this phase! only
providing language support if
required! so as not to inhibit students
in the production of ideas.
-tudents organise ideas into a mind
map! spidergram! or linear form. This
stage helps to make the
(hierarchical) relationship of ideas
more immediately obvious! which
helps students with the structure of
their te'ts.
Sta$+ 2 <W"t#$=
-tudents write the first draft. This is
done in class in pairs (buddy support
approach) or in groups
&rafts are e'changed! so that
students become the readers of each
otherPs work. y responding as
readers! students develop an
awareness of the fact that a writer is
producing something to be read by
someone else! and thus can improve
their own drafts.
Sta$+ 3 <R+-!#$=
&rafts are returned and
improvements are made based upon
peer feedback
Sta$+ & <E-a83at)#=
?inal version of the work is ready.
-tudents once again e'change and
read each otherPs work and perhaps
even write a response or reply.
Teacher evaluates students2 work.
3., D00+"+#1+! 6+t*++# P")(31t A//")a1h a#( P")1+!! A//")a1h
$roduct 6pproach $rocess 6pproach
1G
CLASSROOM
imitate model te't te't as a resource for comparison
organisation of ideas more
important than ideas
ideas as starting point
one draft more than one draft
controlled practice of focus
language structures / features
more globalN focus on purpose!
theme! te't type
individual collaborative
emphasis on end product emphasis on creative process

3.4 G+#"+ A//")a1h t) T+a1h#$ W"t#$
In a genre approach to writing! learners study te'ts in the genre they are going to
be writing. ?or e'ample if the focus genre is a formal letter! then learners are
given samples of formal letters to look at and analyse the key features. %hen this
is done! they begin their own writing.
adger and %hite (3EEE"1BB) have noted that there are strong similarities
between the product approach and the genre approach! in which the genre
approach is seen as an e'tension of the former. The difference! however!
between the two approaches is the emphasis on social conte't in genre
approach.
3E
/ike product approaches! genre approaches regard writing as
predominantly linguistic but! unlike product approaches! they
emphasi*e that writing varies with the social conte't in which it
is produced. -o! we have a range of kinds of writingQsuch as
sales letters! research articles! letters of apology! recipes! and
reportsQlinked with different situations.
0ead more" 6 process genre approach to teaching writing
http"//newresearch.wikispaces.com/file/view/genreRprocessRa
pproach.pdf
CLASSROOM
3.7 St"+#$th! a#( W+a9#+!!+!
/et us e'amine the strengths and weakness of each approach.
3.7.1 St"+#$th!
$roduct 6pproach $rocess 6pproach 9enre 6pproach
the need for
learners to be
given linguistic
knowledge about
te'ts (grammar!
sentence
structures!
punctuation)
emphasis on the skills
in writing
(brainstorming!
drafting! review! editing)
writing takes
place in a social
situation! and
is a reflection
of a particular
purpose
imitation is one
way in which
people learn.
learners background
knowledge and
e'periences contribute to
the development of writing
ability
active participation of
learners in the process
learning can
happen
consciously
through
imitation and
analysis
-ource " http"//newresearch.wikispaces.com/file/view/genreRprocessRapproach.pdf
3.7.2 W+a9#+!!+!
31
CLASSROOM
$roduct 6pproach $rocess 6pproach 9enre 6pproach
process skills of
writing! such as
planning a te't
are less
emphasi*ed
does not provide
learners with adequate
linguistic knowledge to
write successfully
does not provide
learners with
adequate linguistic
knowledge to write
successfully
learners2
knowledge and
e'periences are
undervaluedN
passive learners
focus on writing as
mere process with the
same set of steps to
follow through!
insufficient importance
to the kind of te'ts
writer2s produce and
why such te'ts are
produced.
learners are largely
passive
-ource " http"//newresearch.wikispaces.com/file/view/genreRprocessRapproach.pdf
3.> Wh1h a//")a1h t) 3!+%
6ccording to adger and %hite (3EEE)! adapting the three approaches will give
the teacher an electic approach to teaching writing.
33
The approach that you decide to use will depend on you! the teacher! and
on the students! and the genre of the te't. Certain genres lend themselves
more favourably to one approach than the other. ?ormal letters! for
e'ample! or postcards! in which the features are very fi'ed! would be
perhaps more suited to a product1driven approach! in which focus on the
layout! style! organisation and grammar could greatly help students in
dealing with this type of writing task.
8ther genres! such as discursive essays and narrative! may lend
themselves to process1driven approaches! which focus on studentsP ideas.
&iscursive activities are suited to brainstorming and discussing ideas in
groups! and the collaborative writing and e'changing of te'ts help the
students to direct their writing to their reader! therefore making a more
successful te't.
CLASSROOM
3.? Oth+" 1)#!(+"at)#!
6part from selecting or adapting from the three approaches! there are other
issues to consider.
3.?.1 Th+ ./)"ta#1+ )0 0++(6a19
Teachers should provide quick respond to learners2 writings as such
feedback will sustain the learners2 motivation and interest to continue to
write.
%riting is a comple' process and learners could become easily frustrated
if feedback is delayed or not provided. ?urthermore! if learners are
required to rework on their drafts without adequate feedback! they could
react negatively to such endeavours.
3:
6n effective methodology for writing needs to incorporate the insights
of product! process! and genre approaches. 8ne way of doing this is
to start with one approach and adapt it.
?or e'ample! one problem in the process approach is the lack of
input. %hite and 6rndt (1GG1) suggest techniques
such as group work! where input is provided by other learners! and
conferencing! where input is provided on a one1to1one basis by the
teacher.
6lso! some process writing material makes use of sample te'ts!
usually after the learners have produced a first draft (see for e'ample
%hite 1GIH). 6dapting an approach has led to important
developments in the writing classroom.
0ead more" 6 process genre approach to teaching writing
http"//newresearch.wikispaces.com/file/view/genreRprocessRapproac
h.pdf
It takes a lot of time and effort to write! and so it is only
fair that student writing is responded to suitably. $ositive
comments can help build student confidence and create
good feeling for the ne't writing class.
CLASSROOM
-ource " http"//www.teachingenglish.org.uk/articles/approaches1process1writing
3.?.2 W"t#$ a! 1)..3#1at)#
/earners must be made to understand that writing is not merely to test
their language skills but it is a form of communicating their thoughts!
ideas! feelings and e'periences.
%riting tasks should be designed to provide learners the real1life
e'periences of communicating with an audience. 6ctivities such as
producing a class maga*ine/bulletin! e'chaging emails/letters with friends!
blog writings should be made a part of the classroom writing e'perience.
T3t)"a8 Ta!9
1. &iscuss with your coursemates the approaches you use to teach
writing in your 5-/ primary classroom.
3. &esign a writing pro4ect which incorporates the three approaches.
R+0+"+#1+!
adger! 0. F 9. %hite. 3EEE. 6 process genre approach to teaching writing. ELT
.o%rnal, B>(3)" 1B:11;E.
Chitravelu! #.et.at (3EEB). 5/T ,ethodolology" $rinciples and $ractice. -elangor" ?a4ar
akti
Kilfoil F der %alt (1GGH) 8utcomes1based education in the 5nglish -econd /anguage
classroom in -outh 6frica. 0etrieved from http"//www.highbeam.com/doc/1911
1H3B3BB;G.html
3>
TOPIC 3 <Pa"t II= : TECHNI@UES FOR TEACHING WRITING SKILLS
CLASSROOM
3.10 SYNOPSIS
Topic : introduces you to several techniques of teaching writing. %e encourage you to
try out these techniques in your own classrooms.
y the end of Topic :! you will be able to"
select appropriate teaching techniques
design suitable writing activities
3.12 FRAMEWORK

3.13 F)3" C)..)# T+1h#53+!
3B
Techniques in Teaching
%riting-kills
Techniques
using "
1 pictures
1 readings
1 language
skills
1 controlled
writing
Techniques in
teaching"
1 practical
writing
1 organisation
CLASSROOM
5-/ learners should be taught to write for a variety of reasons! which includes
recording personal e'periences! e'pressing ideas without the pressure of face1
to1face communication and e'ploring a particular sub4ect matter.
Aere are five common techniques to teach learners to write"
Techniques in using pictures
Techniques in using readings
Techniques in using all language skills
Techniques in using controlled writing
3.1& T+1h#53+! # U!#$ P1t3"+!
9enerating whole class discussion that leads to writing! based on a varieties
of pictures such as posters! te'tbook pictures! maga*ine pictures! brochures!
advertisement! simple pictures drawn on board ! duplicated pictures etc
&ivide the class into two groups and supply each group with different pictures.
-et some communicative tasks so that learners are able to convey
information to others.
$rovide a picture to each group of learners so that only one member has the
picture. This learner needs to convey what is in the picture with the help of
questions posed by other members in the group
/earners bring their own pictures O favourite advertisement! family
photograph! own drawing etc. ringing such items help learners develop
personal attachment to their pictures and they will find the writing tasks more
meaningful! especially when answering questions from their peers. 0eal
communication can be developed
9o beyond the picture to enable learners to make inferences! predictions and
suppositions about the world beyond the pictures.?or e'ample they could be
asked to visualise what happened before and after! what caused the situation
to occur and what the result will be.
3;
CLASSROOM
8ne picture many techniques
fancyhomedesign.com
3.1&.1 D+!1"/t)#
9et the class to provide words to label the picture. Then they write down
other words and phrases on strips of paper to describe the room! e!g! ne't
to! on the right! in front of etc.! and paste them on the board. #e't! teacher
takes away the picture and the strips. /earners write descriptions of the
picture based on memory and e'change with their friends
3.1&.2 D+!1"/t)#A 1)./a"!)# a#( 1)#t"a!t
5ach group of learners is given a different picture of room layout.
,embers of each group then discuss and write a description of the room.
Then each group takes turn to read their description while other
groups( who are given picture of empty room! draw (or paste) furniture in
their room. Then this is followed by discussion of the diferent positions of
furniture.
3.1&.3 Pa"a$"a/h a!!+.68'
/earners are given strips of sentences containing a description of the
room. In groups! pupils discuss the possible arrangement of the sentences
to form a complete and coherent paragraph.
3.1&.& S+#t+#1+ 1).6##$
3H
CLASSROOM
5ach learner is given a strip of paper containing a sentence which can be
combined using sentence connectors. /earners go around finding their
Lother half2. 6t higher level! learners can be asked to write a simple
sentence and combine it with their partner.
Ali/s room is small' Ali/s room is tid!'
Ali/s room is small b%t tid!'
/earners can then proceed to paragraph writing by combining the
sentences written by group members.
3.1&., Pa"a$"a/h 1)./8+t)#
$repare a paragraph describing about the picture and paste it on the
board but omit the ending.
In groups! learners discuss how to end the paragraph. They write their
endings on a strip of paper. Then all the groups paste their strips and
teacher compares the sentences.

3.1&.4 C)#t")88+( 1)./)!t)#
6sk learners to pretend to be 6li. /earners rewrite the paragraph using the
past tense"
! bedroom was small b%t tid!'
3.1&.7 G3(+( 1)./)!t)#
/earners discuss in groups what they would write in a paragraph
beginning with"

Ali/s bedroom is bright and $olo%rf%l'
or
Ali/s bedroom is d%ll and drab'
3.1&.> R)8+ /8a'
3I
CLASSROOM
Teacher prepares role play cards of two persons talking about 6li2s room.
/earners !in groups will note down important details from the cards.
Then based on the information! learners discuss and write a paragraph.
3.1&.? B+')#( th+ ")).
/earners are given a picture of an empty room and pictures of furniture.
/earners create their own arrangement of the furniture . They discuss and
write a paragraph describing the new room.
5ach group displays their plan of the room with a brief written description.
5ach group2s picture when pieced together will form a complete house
plan.
3.1, T+1h#53+! # U!#$ R+a(#$!
3.1,.1 C)/'#$
- Copying answers on b/board after a discussion
- Copy a good piece of writing
- Copy down one sentence they like best in a story read
- Copy new words and sentences into their notebook
3.1,.2 E2a.#+ 1)h+!-+ 8#9!
- /earners read passage and underline ad4ectives/ connectors etc
- /earners replace the words in the te't with synonyms
- /earners copy a passage but leave some blanks and pass to their friends
to be completed
- Teacher provides a short passage with some blanks
3.1,.3 E2a.#+ /3#1t3at)# a#( $"a..a"
- /earners read passage and underline the purposes of punctuation
- /earners underline specific structures or grammatical item
3.1,.& E2a.#+ !+#t+#1+ a""a#$+.+#t
3G
CLASSROOM
- /earners are given : sentences and they arrange them in order of sense!
and provide reasons
- $rovide learners with 3 sentences but there is a gap between the
sentences. /earners try to write a sentence that connects the two
sentences
3.1,., C)./8+t)#
- learners are to complete the ending of a paragraph/story
- learners are given a passage where all the verbs have been deleted.
/earners complete the passage with appropriate verbs.
3.14 T+1h#53+! # U!#$ A88 La#$3a$+ S988!
rainstorming
9uided discussion
Interviews
-kits / hot seat
&ictation
#ote taking
-tory telling
3.17 T+1h#53+! # U!#$ C)#t")88+( W"t#$
Controlled composition
Suestions and answers
9uided composition
-entence combining
$arallel writing
3.1> T+1h#53+! # T+a1h#$ P"a1t1a8 W"t#$
:E
CLASSROOM
?ill in forms
/etters
5mails
/ists
&aily notes/ memo/messages
Instructions
3.1? T+1h#53+! # T+a1h#$ O"$a#!at)#
&raw outlines
6nalysis
,odel
T3t)"a8 Ta!9
1. -elect a picture and design a series of writing activities using the Lone
picture many techniques2 approach.
3. &esign an appropriate controlled writing activity for a mi'ed1ability
Mear B class.
R+0+"+#1+!
akti
01 2deas for Tea$hing Writing. (3EE:). 0etrieved &ecember 1:! 3E13! from
http"//www.nwp.org/cs/public/print/resource/G33
:1
CLASSROOM
&.0 SYNOPSIS
Topic > provides you with information on selection and adaptation of materials for the
5-/ learners.
&.1 LEARNING OUTCOMES
y the end of Topic >! you will be able to"
define the term Lmaterial adaptation2
e'plain the need for material adaptation
elaborate on the criteria for selection and adaptation
&.2 FRAMEWORK
&.3 Th+ R)8+ )0 Mat+"a8! # th+ ESL C8a!!")).
:3
TOPIC & : SELECTION AND ADAPTATION OF MATERIALS
AND ACTI:ITIES
Criteria for -election
and 6daptation
6ge and
,aturity
/earning
-tyles
$roficiency
/evels
5'ploitabilty
CLASSROOM
In many 5-/ classrooms! te'tbooks function as the main teaching1learning
resource. .sing te'tbooks is an efficient way of implementing the syllabus in
terms of time and cost1effectiveness.
,uch of the teaching1learning process is determined in the te'tbooks and
teachers deliver the content as designed whilst pupils learn what is presented in
the te'tbooks.
Towards the late 1GHEs! a paradgim shift towards student1centered learning
resulted in educators e'ploring the use of other materials in the 5-/ classrooms.
%hile te'tbooks remain the primary resource! other forms of materials emerged
as supplementary resources.
Teachers have access to a wide selection of materials ranging from"
authentic printed materials O eg. brochures! newspapers! maga*ines
audio/video recordings O eg. audio books! poetry/songs! movies
video clips O eg. the art of origami downloaded from MouTube
computer software O eg.-pellu**! %ord Treasure Chest

&.& Th+ N++( t) A(a/t Mat+"a8!
::
In other words! learners should be the center of instruction and
learning. The curriculum is a statement of the goals of learning!
the methods of learning! etc. The role of teachers is to help
learners to learn. Teachers have to follow the curriculum and
provide! make! or choose materials. They may adapt!
supplement! and elaborate on those materials and also monitor
the progress and needs of the students and finally evaluate
students.
0ead more " -electing F &eveloping Teaching1/earning
,aterials http"//itesl4.org/6rticles/Kitao1,aterials.html
CLASSROOM
,aterial adaptation is the process of modifying an e'isting material/resource into
one that serves a different purpose or for a different group of learners.
,aterials are usually adapted for their"
format (eg" from a newspaper article to a picture series)
language level (eg" from advanced learners to less proficient learners)
focus skill (eg" from a reading te't to a listening te't)
&., C"t+"a 0)" S+8+1t)# a#( A(a/tat)# )0 Mat+"a8!
The criteria comprises of four main aspects "
learners2 age and maturity level
learning styles
proficiency levels
e'ploitability
&.,.1 L+a"#+"!C A$+ a#( Mat3"t' L+-+8
:>
,aterial adaptation can save time and money if changes
needed are not e'tensive. ?or e'ample! the technical content
may require a few changes! and the adaptation may be able
to take advantage of creative concepts and formats proved
successful elsewhere. There may still be a need! however! to
ad4ust the material or product for a different culture or conte't!
including messages! visuals! and language
0ead more "
http"//www.c1changepro4ect.org/sites/default/files/C1ulletin1
1E.pdf
CLASSROOM
6ge refers to the number of years a person has lived while a person2s
behaviour and cognition are reflected through his maturity level. It is a
common belief that a person2s age is proportional to his maturity level!
which is the older you are! the wiser you become. Aowever! this is not
always the case.
In the classroom for e'ample! a teacher is faced with a group of 1E year
olds. The cognition or learning abilities of these pupils range from what is
commonly termed as smart! average and weak. Taking this scenario of a
mi'ed1ability class! it is crucial that the teacher designs teaching1learning
activities to suit her pupils. This calls for a need to adapt materials suited
for each group.
&.,.2 L+a"##$ St'8+!
:B

I think giving weaker students in the class a written task that is too
difficult can do a great deal of damage. They become
discouraged. They feel that 5nglish is too difficult for them. They
lose motivation. They lose confidence. 9iving stronger students a
task that is too easy is not so damaging I believe but still doesnPt
really benefit the student a great deal and may do damage to their
motivation.
0ead more" %riting Tasks for ,i'ed 6bility Classes
http"//www.eltnews.com/columns/young<learners/3EEG/E:/writing<
tasks<for<mi'ed<abilit.html
CLASSROOM
It is acknowledged that individuals have different learning styles. -ome
learn better by reading printed materials while others prefer to listen to
audio te'ts. 9enerally! people have a mi'ed range of stylesN some may
find they have a dominant style while for others the style changes
depending on the learning circumstances.
The -even /earning -tyles
=isual (spatial) Mou prefer using pictures! visuals! images
and prints
=erbal (linguistic) Mou prefer using words! both in speech and
writing
6ural (auditory1musical) Mou prefer sound and music
$hysical (kinesthetic) Mou prefer using your body! hands and
sense of touch
/ogical (mathematical) Mou prefer using logic! reasoning and
systematic approaches
-ocial (interpersonal) Mou prefer to learn in groups or with other
people
-olitary (intrapersonal) Mou prefer to work alone and use self1study
-ource " http"//www.ldpride.net/learningstyles.,I.htm
6pplying multiple learning styles strategies in the classrooms could result
in more conducive learning environments.
:;
-tudent learning styles may be an important factor in the success of
teaching and may not necessarily reflect those that teachers
recommendT says 7ack C. 0ichards! noted /inguistics professional
and an author of the I#T50CA6#95 5?/ / 5-/ series course
books. Knowledge of our students may tell us that certain learning
styles should preferably be addressed.
0ead more " Creating ,aterials for the 5-/ Classroom
http"//www.eslbase.com/articles/creating1materials
CLASSROOM
6dapting materials to suit our pupils2 learning styles is one way of ensuring
learner2s success in the 5-/ classrooms. elow are a few ideas"
pictures or illustrations are added to a reading te't
pupils perform a series of actions as instructed in an audio recording
reading te'ts are adapted to appear as cause and effect charts.
&.,.3 P")01+#1' L+-+8!
$roficiency levels among 5-/ learners vary from high to less proficient or
from /evel 1 O B. Aere2s an e'ample"
5nglish /anguage $roficiency /evels
/evel 1 $reproduction The learner does not understand or
speak 5nglish with the e'ception of
a few isolated words or e'pressions.
/evel 3 eginning/$roduction The learner speaks and
understands conversational 5nglish
with hesitancy and difficulty. The
learner is at the pre1emergent or
emergent level of reading and
writing skills.
/evel : Intermediate The learner speaks and
understands conversational and
academic 5nglish with some amount
of effort.
The learner is post1emergent!
developing both reading and writing
skills.
/evel > 6dvanced intermediate The learner speaks and
understands conversational 5nglish
without difficulty but displays some
hesitancy in academic 5nglish.
The leaner is able to read fluently
and comprehend te'tsN needs
assistance in writing tasks.
/evel B 6dvanced The learner speaks and
understands converstational and
academic 5nglish well.
:H
CLASSROOM
The learner is proficient in reading
and writing skills! requiring only
occasional support.
-ource " http"//ell.dpi.wi.gov/files/ell/pdf/elp1levels.pdf
,aterials have to be adapted to suit these range of learners. ?or e'ample! the
teacher simplifies the vocabulary of a reading passage to make it more
comprehensible to her less proficient pupils.
%riting tasks are also designed to suit the pupils2 proficiency levels. elow is an
e'ample of a task designed for pupils of different proficiency levels.
/evel 3
$upils are a given picture series of a road accident. Teacher provides
sentence strips and pupils match the strips to the correct pictures.
$upils copy the sentences in their worksheet.
/evel :
$upils are given a picture series of a road accident. %ord cues are
provided. $upils select appropriate words for each picure. .sing the
selected words! pupils construcat sentences describing each picture.
/evel >
$upils are given a picture series of a road accident. In groups! pupils
brainstorm for appropriate words or phrases to describe each picture.
$upils write about the accident in the form of a narrative essay
/evel B
$upils are given a composite picture of a road accident. $upils take
on various roles as depicted in the picture and write an eyewitness
account of the accident.

&.,.& E2/8)ta68t'
5'ploitability refers to how a selected material can be used to develop the
learners2 language skills. %hen an 5-/ teacher selects a material! there
are various ways to adapt the material to teach different skills O in other
words! the original material is e'ploited in many ways. elow is an
e'ample"
:I
CLASSROOM
The teacher selects the story (The 6nt and The &ove+
-ource " http"//www.aesopfables.com
The teacher begins by adapting the story to suit the proficiency
level of her pupils. -ome parts in the story may have to be
simplified! for e'ample"
(6n 6nt was thirsty.
It went to the river bank to drink some water+
The teacher then e'ploits the story in a number of ways. Aere are
some suggestions"
(i) /isten and complete the story
(ii) 0etell the story in your own words
(iii) 0ewrite the story into a dialogue
(iv) %rite a poem based on this story
.
:G
The 6nt and the &ove
6n 6nt went to the bank of a river to quench its thirst!
and being carried away by the rush of the stream! was on
the point of drowning.
6 &ove sitting on a tree overhanging the water plucked a
leaf and let it fall into the stream close to her. The ant
climbed onto it and floated in safety to the bank.
-hortly afterwards a birdcatcher came and stood under
the tree! and laid a trap for the &ove! which sat in the
branches.
The 6nt! perceiving his design! stung him in the foot. In
pain the birdcatcher threw down the trap and the noise
made the &ove take wing.
CLASSROOM
T3t)"a8 Ta!9
1. -elect a short story and adapt it for an average Mear > class of
5-/ learners. -uggest suitable writing activities based on the story
you have adapted.
R+0+"+#1+!
akti
>E
CLASSROOM
,.0 SYNOPSIS
Topic B discusses assessment strategies and feedback which includes aspects to
consider when implementing these strategies.
,.1 LEARNING OUTCOMES
y the end of Topic B! you will be able to"
design assessment strategies for writing
provide effective feedback
,.2 FRAMEWORK
>1
TOPIC , : ASSESSING WRITING SKILLS
6ssessing %riting -kills
6ssessmen
t -trategies
$rovide
?eedback
CLASSROOM
,.3 A!!+!!.+#t St"at+$+!
6ssessment on writing is imperative in order to gather information for the
purpose of guiding instruction. It is meant to be specific on the pattern to be
observed/addressed. %riting samples should be assessed across a variety of
purposes for writing to give a complete picture of a studentPs writing performance
across different te't structures and genres. It is invaluable to both students! who
can learn from their errors! and teachers! who can check the studentsP progress
and identify specific problems.
These simple classroom measures can fulfil various functions of assessment
including" identifying strengths and weaknesses! planning instruction! evaluating
instructional activities! giving feedback! monitoring performance! and reporting
progress.
6ssessment strategies may depend on the information required by the assessor.
5ach strategy offers unique methods and instruments. The key is to understand
their different writing purposes! how they can be structured and categorised! and
finally! what to do with the results. It is not necessary to use all methods possible
within a category! but all categories should be included in an assessment plan.
,.3.1 What t) 1)#!(+" *h+# (+!$##$ a# a!!+!!.+#t:
aspects of writing taken into account (e'ample" content! organi*ation!
grammar! vocabulary! spelling)
type of descriptors to be used (e'ample " numbers! letters! words such
as (e'cellent+! (good+! (fair+)
criteria to be established to understand what each descriptor
represents. These criteria could be arranged in holistic scales (general
descriptions of writing ability) or analytic scales! which separate the
aspects of writing into different units.

>3
CLASSROOM
,.& F++(6a19
?eedback! like assessment! compares standards and e'pectations with actual
student performance to evaluate the quality of work. Aowever! the purpose of
feedback differs from that of assessment in that the purpose of feedback is to
highlight those areas of performance which satisfied standards and e'pectations!
rather than to grade the performance.
It is important that teachers clarify standards and e'pectations before students
engage in the writing task. y doing so! students will learn how to assess their
own performance in the future. The feedback process provides an opportunity for
teachers and students to engage in meaningful dialogue about what
differentiates successful performance from unsuccessful as they together review
e'pectations and standards (?ink! 3EE:)
,.&.1 E00+1t-+ 0++(6a19 !:
provided as quickly as possible once the written task is carried outN
a deliberate teaching tool! which notes the quality of the performance
and how it can be improvedN
individualised and focused on the student2s performance not on her or
him as a personN
able to clarify the criteria against which the student2s performance is
being 4udged and the standards for different levels of performanceN
strategic 1 not too little! not too muchN shaping student development!
step1by1step over time. -tudents can be challenged without being
overwhelmed.
an opportunity to point beyond particular assessment tasks to assist
performance of later tasks.
>:
CLASSROOM
T3t)"a8 Ta!9
1. 8btain a sample of a pupil2s written work and study it. &iscuss ways to
provide feedback and 4ustify the feedback given.
R+0+"+#1+!
akti
?ink (3EE:). 6 -elf1&irected 9uide to &esigning Courses for -ignificant /earning
0etrieved from
http"//trc.virginia.edu/%orkshops/3EE>/?ink<&esigning<Courses<3EE>.pdf
0aimes! 6. Te$hni3%es in Tea$hing Writing.(1GI:). Cambridge .niversity $ress (p1:G)
>>
%ritten feedback is an essential aspect of any 5nglish language
writing course. This is especially true now with the predominance of
the process approach to writing that requires some kind of second
party feedback! usually the instructor! on student drafts. -o
dependant is current writing instruction on instructor feedback that
Kroll (3EE1) describes it as one of the two components most central
to any writing course with the other being the assignments the
students are given. The goal of feedback is to teach skills that help
students improve their writing proficiency to the point where they are
cogni*ant of what is e'pected of them as writers and are able to
produce it with minimal errors and ma'imum clarity).
0ead more $roviding ?eedback on 5-/ -tudents2 %ritten
6ssignments http"//itesl4.org/Techniques/%illiams1?eedback.html
CLASSROOM
4.0 SYNOPSIS
Topic ; introduces you how to interpret the writing skills in the syllabus. It also discusses
how to select and prepare activities for teaching different levels of writing skills.
y the end of Topic ;! you will be able to"
plan lessons to develop writing skills
design appropriate writing activities to suit different levels of learners.

4.2 FRAMEWORK
4.3 I#t+"/"+t#$ th+ W"t#$ S988! # th+ S'88a63! D KBSR E#$8!h S'88a63!
>B
TOPIC 4 <Pa"t I= : PLANNING FOR TEACHING WRITING
$lanning for Teaching %riting
Interpreting the
writing skills in the
syllabus
-electing and
preparing activities for
teaching different
levels of writing skills
9rading and
sequencing the writing
lessons according to
level of difficulty
CLASSROOM
The focus is on developing learners2 writing ability beginning at the word and
phrase levels and progressing to the sentence and paragraph levels. ?or
learners who are able and capable! they must be encouraged to write simple
compositions comprising several paragraphs.
6ttention is also paid to penmanship so that even from a young age! learners are
taught to write clearly and legibly both in print and cursive writing.
In writing simple compositions! learners are taught the various steps involved in
writing such as planning! drafting! revising! and editing. In the process! they are
also taught to use appropriate vocabulary and correct grammar to get their
meaning across clearly.
6lthough much of the writing at the primary level is guided! the amount of control
is rela'ed for learners who are able and proficient in the language. 6ll learners
are encouraged to write for different purposes and for different audiences.
-pelling and dictation are also given emphasis.
y the end of their primary schooling! learners should be able to write lists!
messages! letters! instructions! directions! simple poems and stories!
descriptions! simple recounts and simple reports for various purposes.
4.& I#t+"/"+t#$ th+ W"t#$ S988! # th+ S'88a63! D KSSR E#$8!h S'88a63!
The approach adopted in the -tandard1based curriculum is underpinned by the
following principles"
ack to basics 1 It is essential for teachers to begin with basic literacy
skills in order to build a strong foundation of language skills. The strategy
of phonics is introduced in order to help learners begin to read and a good
foundation in penmanship will help pupils acquire good handwriting.
/earning is fun! meaningful and purposeful. /essons! which emphasise
meaningful conte'ts and the integration of language skills! allow learners
to learn by doing fun1filled activities. Conte'tualised as well as purposeful
activities will promote the fun element in language learning.
4., S+8+1t#$ a#( P"+/a"#$ A1t-t+! 0)" T+a1h#$ D00+"+#t L+-+8! )0 W"t#$
S988!
>;
CLASSROOM
6ctivities in a lesson plan should show connectedness and progress from easy to
difficult 1 from modelled writing to independent writing. This is reflected in the
way the curriculum specification is organised. ?or e'ample with reference to
Auraian -ukatan $ela4aran Mear > K-0 (page :E) "
>.: ,atch words to linear and non1linear representations
/evel 1 O >.:.1 ,atch phrases to pictures
/evel 3 O >.:.3 ,atch words to signs
/evel : O >.:.: ,atch words to other words
%hen planning for writing lesson! the flow of the lesson plan should begin with
/evel 1 before progressing into /evel 3 and : for this particular matching
e'ercise. This is to ensure learners are able to grasp proper understanding of the
lesson and to successfully achieve intended ob4ectives.
4.4 G"a(#$ a#( !+53+#1#$ th+ *"t#$ 8+!!)#! a11)"(#$ t) 8+-+8 )0 (00138t'.
Teachers need to sequence their writing lessons in some logical order.
asically! at the earliest levels! a lesson may involve providing multiple and
varied conte't for practising handwriting and/or spelling! teaching and creating
occasions for meaningful practice in punctuation! as well as providing occasions
for using what language they have for real communication.
6t later phases the writing lessons could focus on the process involved in
producing a written document such as a letter or a story.
?or samples! refer #esamalar Chitravelu2s (ELT ethodolog!"
#rin$iples and #ra$ti$e( (pg'181)
T3t)"a8 Ta!9
>H
CLASSROOM
1. 0efer to the K--0 5nglish syllabus and compile a list of writing skills as
stated in the syllabus.
3. Collect a range of writing lesson plans from your colleagues. Identify the
level of these lessons based on the pupils2 proficiency levels.
R+0+"+#1+!
akti
Auraian -ukatan $ela4aran. Kementerian $ela4aran ,alaysia.
>I
TOPIC 4 <Pa"t II= : LESSON PLANNING
CLASSROOM
4.7 SYNOPSIS
Topic ; introduces you to lesson planning. It also provides you with information on the
pedagogical principles for a writing lesson using the $roduct 6pproach! as well as the
stages of a writing lesson using the $rocess 6pproach.
4.> LEARNING OUTCOMES
y the end of Topic ;! you will be able to"
state the pedagogical principles for a writing lesson using the product
approach
describe the stages of a writing lesson using the process apporach
4.? FRAMEWORK
4.10 P+(a$)$1a8 P"#1/a8! 0)" a W"t#$ L+!!)# U!#$ th+ P")(31t A//")a1h:
C)#t")88+( W"t#$
4.10.1 C)#t")88+( W"t#$:
>G
/esson $lanning
$edagogical principles for a
writing lesson using
the $roduct 6pproach"
1. Controlled %riting
3. 9uided %riting
-tages of a writing lesson
using the $rocess 6pproach"
1. Three broad stages
3. ased on genre
CLASSROOM
are tasks that provide practice in writing error1 free sentences or
paragraphs on a given topic
is the first step towards writing composition
is useful for learners with relatively little knowledge of 5nglish! to
gain mastery of sentence patterns
is characterised by ma'imal teacher input and minimal learner input
(learners neither contribute ideas nor organise the writing)

4.10.2 T+1h#53+! 0)" 1)#t")88+( *"t#$ th")3$h:
4.10.2.1 S36!tt3t)# ta68+!
This is a completely controlled activity which enables learners
to construct structurally and grammatically correct sentences.
4.10.2.2 Pa"a88+8 *"t#$
6t the simplest level! learners need only replace selected words
(e.g. nouns and ad4ectives)N at a more advanced level!learners
study a model! then write on a similar theme using the sentence
structures of the model te't as a guide.
4.10.2.3 @3+!t)# a#( a#!*+" t+1h#53+
/earners are given notes or a te't to read in order to answer a
series of questions.
5'ample 1"
%hat do you do first@ (?irst! I )))
%hat do you do ne't@ (#e't! I ).) etc.
In this e'ample! learners learn to write a paragraph using
sequence connectors.
5'ample 3"
BE
CLASSROOM
/ast ?riday! my friends and I went to Kellie2s Castle. I brought
a bottle of water and a camera with me. I carried a haversack as
well.
1. %here did you go last ?riday@
3. %hat did you bring with you@
:. %hat did you carry@
In this e'ample the cue questions will enable learners to be
aware of the chronological organisation and narrative writing
style.
4.10.2.& F88#$ # 68a#9!
The teacher predetermines the writing skill (eg" selecting
appropriate details) or language feature (eg" noun! verb! adverb
etc.). /earners complete the writing task by filling in the blanks.
4.10.2., D1tat)#
This activity provides learners with models of sentence
structures and models of te't organisation commonly used in
writing. It also allows learners to practise spelling and
punctuation
Teacher needs to provide immediate feedback by displaying the
original te't! whereby learners correct their own work or do peer
correction
4.11 P+(a$)$1a8 P"#1/a8! 0)" a W"t#$ L+!!)# U!#$ th+ P")(31t A//")a1h:
G3(+( W"t#$
4.11.1 G3(+( W"t#$:
B1
CLASSROOM
It acts as a bridge between controlled and free writing
there2s more learner input in guided writing than in controlled writing
the conte't and form of the sentences is not imposed upon by the
teacher! but can be generated by the class together as a pre1writing
activity (i.e. short notes! list of questions! arguments for/against an
issue on the board)
4.11.2 G3(+( W"t#$ A1t-t+!
4.11.2.1 W"t#$ 0"). 18a!! $+#+"at+( $3(+8#+!
O from a discussion! a class may come up with notes and
questions which provide a guideline for the organisation of ideas
on a 1EE1word composition entitled L,y est ?riend2.
4.11.2.2 P1t3"+ 1)./)!t)# *th !9+8+t)# )3t8#+
E based on a picture series! the teacher asks learners to
create a story based on the pictures
1 the teacher writes key words on the board based on learners2
responses
1 learners use the words/phrases they have contributed in
order to complete the picture composition
4.11.2.3 W"t#$ 0"). !h)"t #)t+!
1 based on given short notes! learners write a composition.
5'ample"
8ne hot day O walking home 1 sports practice O strange bo'
1 ground O took 1 opened O found O police O owner O grateful
4.11.2.& D1t)E1)./ <1).6#+! (1tat)# a#( 1)./)!t)#=
- learners reconstruct a te't dictated to them
B3
CLASSROOM
- encourages learners to use specific sentence patterns and
produce specific types of writing O narrative! descriptive!
argumentative or e'pository
4.12 Sta$+! )0 a W"t#$ L+!!)# U!#$ th+ P")1+!! A//")a1h:
Th"++ 6")a( !ta$+!
4.12.1 Sta$+ 1: P"+*"t#$
The teacher/the class collectively selects a topic
/earners generate ideas through discussion (whole class initiated by
teacher/pair/small group)! brainstorming! listing! quickwriting and
mind1 mapping
/earners organise ideas generated to be placed at the beginning!
the middle or the end of their writing.
4.12.2 Sta$+ 2: W"t#$
/earners write the first draft! and make changes as they progress into
the writing stage
/earners need to be reminded of their writing purpose (e.g. to
persuade! to invite etc.) and the audience they are targetting (their
parents! their friends etc.) so that they can select the most suitable
words! style and sentence construction
?eedback is where pupils receive most guidance on how to improve
their writing skills! through questions posed by teachers and peers
- %hat is the essay about@
- %hy are you writing about it@
B:
CLASSROOM
- %ho is your audience@
- %hat is your favourite part@
?eedback also includes comments raised by teachers or peers! in
which the learners discover! clarify and refine what they have written.
/earners rewrite/revise their compositions incorporating insights from
the feedback session. This rewriting allows the pupils to "
make their meaning clearer through more precise words and
apt relationship of ideas! substitute a poor e'ample for a
better e'ample resulting in a more interesting piece of writing
add ideas!facts! details or e'planations and remove anything
unrelated or irrelevant
improve their introduction and conclusion where necessary
reorder the sequence of ideas or the sentences/words in a
paragraph
The teacher ideally gives individual oral feedback to learners in order
for them to edit their revised compositions.
/earners proof read the revised version of their writing. The teacher
collects the work and edits them! focussing on their content!
organisation! grammar and sentence structure.
4.12.3 Sta$+ 3: P3681at)#
$ublishing involves sharing learners2 writing with an audience. It is
pertinent for learners to proof1read their final piece of writing to
ensure they are error1free
B>
CLASSROOM
/earners final writing products are best displayed on the bulletin
board! or published in the class newsletter.
4.13 What ! $+#"+%
6nything from a menu to a wedding invitation! from a newspaper
article to an estate agentPs description of a house
$ieces of writing of the same genre share some features! in
terms of layout! level of formality! and language
These features are more fi'ed in formal genre! for e'ample
letters of complaint and essays! than in more LPcreativeP writing!
such as poems or descriptions
The more formal genre often feature in e'aminations! and may
also be relevant to learnersP present or future Preal1worldP needs!
such as university study or business.
4.1& Sta$+! )0 a W"t#$ L+!!)# U!#$ th+ P")1+!! A//")a1h: Ba!+( )# $+#"+
9enerating ideas
?ocusing ideas
?ocus on a model te't
8rganising ideas
%riting
$eer evaluation
0eviewing
4.1&.1 G+#+"at#$ (+a!
8ften the first stage of a process approach to writing
5ven when producing a piece of writing of a highly conventional
genre! such as a letter of complaint! using learnersP own ideas can
make the writing more memorable and meaningful
BB
CLASSROOM
efore writing a letter of complaint! learners think about a situation
when they have complained about faulty goods or bad service (or
have felt like complaining). They tell a partner about it.
4.1&.2 F)13!!#$ (+a!

6nother stage taken from a process approach
Involves thinking about which of the many ideas generated are the
most important or relevant! and perhaps taking a particular point of
view
6s part of the essay1writing process! learners! in groups ! put the
ideas generated in the previous stage onto a Pmind mapP
The teacher then draws a mind1map on the board! using ideas from
the different groups. 6t this stage the teacher can also introduce
some useful collocations (word combinations i.e. (crying shame+ or
(great success+) which gives the learners the tools to better
e'press their own ideas
-ample of a generating1ideas activity"
Teacher gives a theme or situation. Teacher tells learners to
individually write their ideas for about 1E minutes! without stopping
and without worrying about grammar or punctuation.
If they do not know a particular word in 5nglish! they can write it in
their /1. /earners then compare what they have written. They are
encouraged to use a dictionary to locate the 5nglish words /
phrases which they have written in their /1.
4.1&.3 F)13! )# a .)(+8 t+2t
The use of model te'ts is often prominent in product or genre
approaches to writing. ,odel te'ts will help raise learnersP
awareness of the conventions of typical te'ts of different genres in
5nglish.
B;
CLASSROOM
-ample activity
The teacher gives each group several pieces of writing comprising
of a similar genre. 5ach group is given a genre analysis form in
which pupils identify the features and language those writing have
in common. This raises their awareness of the features of the
genre and gives them some language PchunksP they can use in
their own writing later on.
5'ample
/earners identify the function of different paragraphs in a piece of
writing. ?or e'ample! in a 4ob application letter! the functions of the
paragraphs might be something like
i) reason for writing
ii) how I found out about the 4ob
iii) relevant e'perience! skills and abilities
iv) closing paragraph requesting for an interview
4.1&.& O"$a#!#$ (+a!
D .sing model te'ts as earlier e'amples! learners can then progress
to organising their own ideas in a similar way
D ased on a given topic / situation! learners come up with a draft
framework of their writing. The framework comprises of main points
and paragraphing. These framework! done either individually or in
groups! can then be pinned up around the room for comments and
comparison.
D %hen preparing to write an essay! learners could combine some of
the ideas from their peers2 framework into main and supporting
statements.
4.1&., W"t#$
BH
CLASSROOM
In a pure process approach! the writer goes through several drafts
before producing a final version. In practical terms! this is not
always possible as the teacher is faced with time constraint and
large classes.
#evertheless! a teacher can work out a drafting session based on
a rotation basis among groups of learners.
The writing itself can be done alone! at home or in class! or
collaboratively in pairs or groups. Those with access to a word
processor can then use it to facilitate the redrafting process.
4.1&.4 P++" +-a83at)#
$eer evaluation of writing helps learners to become aware of an
audience other than the teacher. If learners are to write a second
draft! the teacher will ask other learners to comment on what they
liked or did not like about the earlier piece of work! or what they
found unclear. Their comments can then be incorporated into the
second draft.
The teacher can also respond by commenting on the content and
the organisation of ideas. 6t this stage! there is no final grade
evaluation yet nor correcting of details such as grammar or
spelling.
4.1&.7 R+-+*#$
%hen writing a final draft! learners should be encouraged to check
the details of grammar and spelling! which may have taken a back
seat to ideas and organisation in the earlier stages.
Instead of correcting learners2 writing! the teacher uses codes to
help learners correct their own writing and learn from their
mistakes.
Aere is an e'ample of a writing correction code
Code .se 5'ample
BI
CLASSROOM
%% %rong word 6s our plane flew )# the mountains! we
saw snow.
%T %rong time 6s our plane flew over the mountain! we
!++ snow.
%? %rong form 6s our plane flew over the mountains! we
were !++#$ snow.
%8 %rong order 6s our plane )-+" th+ .)3#ta#! 08+*!
we saw snow.
-$ -pelling 6s our plane 083+ over the moutains! we
saw snow.
$ $unctuation 6s our plane flew over the .)3#ta#!F
we saw snow.
U 5'tra word 6s our plane flew over t) the mountains
we saw snow.
, ,issing word 6s our plane flew over the mountains!
GGsaw snow.
0% 0e1write $lane flew mountains! snow saw.
-ource " http"//www.teachingenglish.org.uk/sites/teacheng/files/code.pdf
BG
%riting correction code
This is a common tool to optimise learning opportunites from
mistakes leaners make in written homework and to encourage
the editing stages of process writing. Mou show the learners
where the mistakes are and then they try to correct them as a
second stage to the initial writing task.
$rocedure
1. -et your writing task. 6sk learners to double1space or leave a
clear margin.
3. Collect the work and correct it using the correction code.
.nderline the mistakes you want learners to notice and add
the
codes! either underneath or in the margin.
0ead more " %riting correction code
http"//www.teachingenglish.org.uk/activities/writing1correction1
code
CLASSROOM
T3t)"a8 Ta!9
1. -elect a genre and plan an outline of a writing lesson using the process
approach. -hare the outline with your peers and get feedback from them.
3. 8btain a sample of a pupil2s written work. Correct the work using your
own set of correction code. -how your corrections to your peers for
comments.
R+0+"+#1+
Chitravelu! #.et.al. (3EEB). 5/T ,ethodolology" $rinciples and $ractice. -elangor" ?a4ar
akti
7.0 SYNOPSIS
Topic H deals with designing remedial and enrichment activities for developing writing
skills.
;E
TOPIC 7 : REMEDIAL AND ENRICHMENT ACTI:ITIES FOR
DE:ELOPING WRITING SKILLS
CLASSROOM
y the end of Topic H! you will be able to"
design remedial activities for developing writing skills.
design enrichment activities for developing writing skills.
7.2 FRAMEWORK
7.3 R+.+(a8 A1t-t+!
0emedial activities are meant to help struggling young learners overcome their
writing difficulties. The instruction for struggling students needs to begin as soon
as difficulties emerge.
It is much harder to help learners if problems are detected later. /earners2 needs
are different at various stages in their learning and teachers must develop tasks
to accommodate these needs.
;1
0emedial 6ctivities 5nrichment 6ctivities
6ctivities for &eveloping %riting -kills
CLASSROOM
6t the lower proficiency level! frequent! short writing activities can help to build
familiarity and develop a useful! productive vocabulary. The variety and length of
tasks can be e'tended for intermediate level learners! developing more comple'
themes and building a repertoire of strategies for effective writing.
-tudies have shown that remedial activities when conducted effectively will
produce the desired results of improving learners2 writing skills. Aere is an
e'ample of such a study"
7.& E#"1h.+#t A1t-t+!
6dvanced level learners need to develop a greater understanding of genres and
the place of writing in particular discourse communities. They also need to
develop their strategies and establish their own voice in the second language.
5nrichment activities (or e'tension activities) are meant to inspire the advanced
level learners to further develop their creative inspiration.
Aere2s a sample of an enrichment activity
;3
0emedial %riting $rogramme for 5lementary -tudents
The purpose of this study programme is to determine if students
from the elementary level of Ain Aua Aigh -chool! Klang!
,alaysia (Chinese Independent -chool) improved in their ability
to write in 5nglish after having studied specifically developed
curriculum. The H1hour remedial programme is to be conducted
once the academic department releases the final assessment
grades. ?ifteen students with the lowest score were selected
using the criterion method to undergo the remedial programme.
the importance of all si' ma4or aspects of writing measured in the
5nglish Test which comprises mainly punctuation! grammar and
usage! sentence structure! strategy! organi*ation! and style.
0ead more" http"//www.ukessays.com/essays/education/remedial1
writing1programme1for1elementary1students1education1
essay.phpVi'**3?KI-5uS/
CLASSROOM
T3t)"a8 Ta!9
1. Identify a common writing problem among our ,alayisan lower primary 5-/
learners. &esign a remedial activity for these learners.
3. &esign an enrichment activity for a Mear ; class.
;:
Th+ Sha/+( B))9
This interdisciplinary activity will allow students to write a book and
relate its shape to almost any theme or sub4ect being studied.
The Teacher $age gives preparation instructions and illustrations! as
well as adaptations that can be made for younger students.
The -tudent $age has a detailed list of materials and procedures.
,ake copies of the -tudent $age .
&istribute them to all students.
9o over the directions with the students.
0ead more at " http"//www.teachervision.fen.com/childrens1art1
activities/book1arts/B;33.htmlVi'**3?KKf4r5>
?or procedures on how to carry out this activity! go to "
http"//www.teachervision.fen.com/tv/printables/EIH;3I>B;U<1;>.pdf
CLASSROOM
R+0+"+#1+!
akti
artram! , F %alton! 0. (1GG1). 4orre$tion" ista&e anagement, A #ositive Approa$h!
/anguage Teaching $ublications.(pG>).
;>
T-/ :1EH
Teaching %riting -kills In The $rimary 5-/ Classroom
This module was prepared by the following lecturers at
Institut $endidikan 9uru Kampus -ultan 6bdul Aalim!
-ungai $etani! Kedah. ,alaysia
-hirley 9oh -eok 6i
Corinne =ong -iu $hern
A4h. #oor ebe bt 6li ,ohamad
Kway Chui Kim
,arsilah bt ,ohamad Isa
%e welcome comments from users. Mour feedback will
help us to improve on this module. Thank you.
-end your comments to " sgohaiWyahoo.com
&ecember 3E13

TSL3107 - Topics 1 To 7

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TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL

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