TEACHING &

ASSESSMENT
OF THE
MACRO SKILLS
 UNIT III: THE EXPRESSIVE MACRO SKILLS – WRITING

I. INTRODUCTION
When we write, we use graphic symbols, letter or combinations of letters which relate to
the sounds we make when we speak. But writing is much more than the production of
graphic symbols, just as speech is more than the production of sounds.
This module will explore the purposes and methods for teaching second language
writing. This will focus on the activities, approaches, and real-life writing tasks and genres
that are most applicable and useful for the language teaching classroom.

II. OBJECTIVES
 Select differentiated learning tasks in teaching writing to suit learners.
 Demonstrate how to provide timely, accurate, and constructive feedback.
 Craft a learning plan in teaching writing.
 Conduct a teaching demonstration of the assigned learning competencies in writing.

III. INSTRUCTION TO THE LEARNERS

Before we start any discussions or activities always remember the following:
 Be ready with a pen and writing pad or notebook. You will need these things in all your
activities.
 Follow all the instructions in every activity prepared for you. Look for assistance, if
needed. You may ask your instructor or classmates for further clarification.
 Study carefully the examples; keep in mind all the important concepts and discussions.
 In case you encounter difficulty, do not hesitate to seek help from others who are
knowledgeable on the topic.

IV. LEARNING ACTIVITES

Directions: Using the

graphic organizer
below, list down the
words that comes in to your mind
when you hear the word
WRITING.

Writing
 Imagine that you are already an English Teacher. Think of the possible activity that
you can use to assess the writing abilities of your students. Make sure to include clear
instructions in doing the activity.

ACTIVITY NAME: ________________________________________

PROCEDURE:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

LESSON 15: NATURE AND PURPOSES OF WRITING

Writing is a communication system that uses visible signs or symbols on a flat surface
(paper, cloth, stone or slab. It is also an activity of making letters or numbers on a surface,
especially using a pen or a pencil. Usually, writing is learned through a systematic instruction:
formally (in school) and informally (parents at home).
Purposes of writing are the following:
 To get things done
 To inform
 To persuade
 To maintain relationships
 To document occurrences, events
 To record feelings, experiences, and observation

TYPES OF WRITING
1. Narrative. This type of writing comprises of a sequence of events together with
characters and setting. Examples: story, biography
2. Descriptive. This type of writing comprises of detailed accounts of physical attributes
or qualities of a person, object, or place. These descriptions evokes the reader’s sense
of sight, hearing, smell, touch, and taste which enables the reader to form a vivid
picture of what’s being described.
3. Expository. This type of writing comprises of facts, information and explanation of
concepts, issues or topics related to a scientific or general knowledge. Expository pieces
 of writing are impartial – which means, the writer does not include his/her
interpretations or opinions.
4. Persuasive. This writing comprises of the writer’s views or statements which intend to
convince the reader to agree or accept the writer’s point of view. Such writings also
include facts and information which promote or support the writer’s stance.
5. Argumentative. This type of writing takes the style of a debate in which the writer
takes a stance and presents supporting facts/points/evidence.

LESSON 16: MECHANICS IN WRITING

Any form of writing uses tools (mechanics) to enhance the communication process and
facilitated the understanding of the message. These tools particular to technical writing refers
to the use of punctuation marks, abbreviation, numbers, capitalization, and symbols. The
guidelines in the use of these tools in writing are discussed and illustrated here.
1. Period. A period is placed after a complete declarative or imperative sentence but not after
a phrase or an incomplete sentence.
2. Comma. Uses of comma:
a. To separate words, phrases, or clauses in series
b. To separate long clauses joined by and, but, or, yet, so. Although it is omitted if the
clauses are short.
c. To separate introductory phrase of clause from the main clause.
3. Colon. Uses of colon:
a. Separate the sentence stem from supporting statements or examples.
b. Separate two independent clauses when the second closely relates to the first.
4. Abbreviation
a. Abbreviations should be in singular form except, Nos., Figs., Vols. that stands for
numbers, figures, and volumes.
b. Small letters are used except for proper nouns and adjectives or capitalized words.
c. Common units of weight and measure are usually abbreviated when they follow a
numeral.
d. The word number is abbreviated and capitalized only when it is followed by a numeral.
e. Abbreviations do not end with a period unless it forms a word with different meaning.
f. Four letter words and less are not abbreviated.
g. Acronyms do not need spaces or periods in between letters.
h. When a word is used repeatedly, the accepted abbreviation should be used only after it
is spelled out.
i. A title or designation may be abbreviated only when it is followed by a proper name and
initials.
5. Numbers
a. Write out all numbers ten and below. Exceptions are numbers used with technical units;
as indicators of percentage, money, time, date, page, table, figure, proportion, and
number in series.
b. A zero is placed before a decimal point when writing numbers without integers.
 c. Fractions are spelled-out when used without technical units.
d. No comma is used in four digit numbers.
e. Numbers that begin sentences and round number estimates are always spelled out.
f. Avoid starting a sentence with a numeral.
g. Round number estimates are spelled out always.
h. Writing two numerals in succession should be avoided otherwise spell out the other.
i. Figures and words of extremely large numbers may be combined.
6. Capitalization
a. Always capitalize the first word in a sentence.
b. Capitalize principal words in titles except when following a style guide that does not
require it.
c. Capitalize nouns and adjectives, abbreviation of proper nouns and adjectives, and words
derived from proper noun except when these have been already considered common
nouns because of their frequent use.
d. The first word after a colon is not capitalized if it is merely supplementing the preceding
group of words. Capitalize the word if the material following it is in a sentence form.
e. Words used to indicate direction preceding a proper noun is not capitalized but capitalize
a descriptive term denoting definite region, locality, or geographic feature.

LESSON 17: THE WRITING PROCESS

There are three main stages of writing process: preparing to write, drafting, and revising
(Brown & Hood, 1998). The writing initially depends on:
 Who are you writing for? (reader)
 Why are you writing? (purpose)
 What are you writing about? (content)
 Where you are, how much time you have, how you feel, etc. (situation)
1. Preparing to write. We can also call this stage as the stage of planning or pre-writing
(Lee & Vanpatten, 1995). Whatever type of writing a student is attempting this stage can be
the most important. This is when students gather their information, and begin to organize it
into a cohesive unit. Littlejohn (2005) suggests five different brainstorming techniques:
a. Free Writing. In this technique, we just write without stopping or correcting anything.
We write whatever comes into our head in relation to topic we are writing. If we do not
know the right words, spelling, grammar, etc., we just write in our own language or
underline it.
b. Spidergrams. In this technique, we think about the topic and note down the ideas as
they occur to us. We can start by thinking first of main aspect and then points which
derive from them. We can use different colored pen for each aspect and show link
across aspects.
c. Tree Diagram. In this technique, you give more thought to the connections between
points. Particular questions run through your head as you write, helping you build up
ideas: How? What? Why? When? Where? Who? What does that mean? So what?
 d. Making lists. With listing, very little attempt is made to categorize our ideas as they
appear, except some general headings. Connections between ideas are added after a lot
of points have already been listed.
e. Scattered notes. Scattered notes involves writing ideas down as they come into our
mind. They are noted down in any form of list or diagram but randomly around a page
so that our mind remain free to make connection, develop points or reject ideas
afterwards.

2. Drafting. It is the process or the stage the writers render through into visible language, or
we can call it as the physical act of writing. Here, the student transfers the information they
have gathered and organized into a traditional format. This may take the shape of a simple
paragraph, a one-page essay, or a multi-page report. Teaching about writing can sometimes
be as simple as evaluation of a good literature together, and exploring what makes the
piece enjoyable and effective. Modeling the writing process in front of our students also
helps them see that even adults struggle for words and have to work at putting ideas
together.
3. Revising. Revising or editing is usually the least favorite stage of the writing process,
especially for beginner writers. Critiquing one’s own writing can easily create tension and
frustration. Revising can include adding, deleting, rearranging and substituting words,
sentences, and even the entire paragraphs to make their writing more accurate in
representing their ideas. When teaching revision, be sure to allow your students to voice
aloud the problems they see in their writing.

LESSON 18: MATERIALS AND RESOURCES IN TEACHING WRITING

One of our tasks is to familiarize the learners with the devices that are needed for
effective communication through the medium of writing. Reading will play an important role
in the development of writing ability because, although in itself it will not produce good writers,
it appears to be an essential pre-condition. The two skills can and should be developed in close
collaboration. In any case, true understanding of a text- any type of text – ranging from an
informal letter to the formal exposition of some highly factual topic- depends on an appreciation
of the devices which the writer has employed in order to convey his meaning through the
medium of writing. This appreciation is an important step towards effective writing.
We cannot pretend that analysis of texts will by itself enable the students to learn to
write effectively. This can only be achieved through adequate exposure to the written language
backed up by appropriate practice. In particular, it serves to make the students aware that any
piece of writing is an attempt to communicate something: that the writer has a goal or purpose
in mind; that he/she has to establish and maintain contact with his reader that he/she has to
organize his material and that he/she does this through the use of certain logical and
grammatical devices.
LESSON 19: VARIOUS ACTIVITIES IN WRITING
Doff (1988) suggests some writing activities that teachers can use in introducing or
guiding the students to various written text types.
a. Controlled Writing
The main importance of writing at this level is that it helps students to “learn”. Writing new
words and structure helps students to remember them and as writing is done more slowly and
carefully than speaking, written practice helps to focus students’ attention on what they are
learning. In doing so, the activities can be an integrated skill activity. Example activities are:
 Gap Filling
 Reordering words
 Substitution
 Correct the fact
b. Guided Writing
As soon as students mastered the basic skills of sentence writing, students need to progress
beyond very controlled writing to freer paragraph writing. However, students will make this
transition more easily and learn more if we can guide their writing. There are two main ways of
doing this according to Doff (1988):
 By giving a short text model. Students read a short text and study particular
features of the text. They then will write a similar paragraph with some changes.
 By doing oral preparation of writing. The students make suggestion and the
teacher builds up an outline or a list of key expressions on the board. Then, the
students use this as a basis for their writing.
c. Free Writing
Students here are considered to be able to use the pattern they have developed to write a
particular text type. Teachers can guide them to use various techniques of brainstorming to
help them to write.

A. From the list of suggested activities in writing, choose one and make a
worksheet. Make sure to include clear instructions on how to do your chosen activity.
B. Make a lesson plan in writing.