CHAPTER 1

SERGIO PEREZ CHAPTER 2

WRITING AS A
PROCESS
English writing has changed
over the centuries.
Humans grow up speaking,
but writing has to be taught.
Writing has to be consciously
learned.
Over time: Education became essential
for individual and social development.
DESCRIBING
WRITTEN TEXT
Depending on the purpose, there
are different construction patterns,
There is a process for
and topic vocabulary.
writing.
TEXT
FACTORS THAT AFFECT: Schematic knowledge - Genre, CONSTRUCTION
-Content -Type -Medium sociocultural context, topic, and
world.
This applies to texts,
individual paragraphs,
Writing has to be consciously
learned. Depends on the genre and
Literacy as a desirable skill - in the sub-genre of the text.
There are various sub-genres
last two hundred years. withing a genre.

Lexical cohesion Repetition of words

MAIN ELEMENTS OF
How to teach
Lexical sets
THE PROCESS COHESION
Grammatical Pronoun and possessive
Planning WRITING cohesion reference
1. Purpose - Influence on type, language, Article reference
information Tense agreement
2. Audience - Influence on shape, language WRITING AND Linkers
3. Content structure - Sequence of facts, SPEAKING IMPLICATIONS Substitution and ellipsis
ideas, arguments
COHERENCE In a coherent text, readers
Drafting Time and space Encouraging students to plan can understand:
(brainstorm, guided tasks) The writer's purpose
There can be multiple drafts until final version. Participants The writer's line of
Encouraging to draft, reflect
and check thought
Editing Process
Students' respond to writing
- Reflecting and revising REGISTER It is referred to denote the
Organization and language
Recursive The process-trap - It can be actual language that is used
time consuming, over- in a text. e.g classic or
Final version process Signs and symbols academic register
planning,

The product Instant writing - Writing fluency

 CHAPTER 3
SERGIO PEREZ
TEACHER'S TASKS
IN THE PROCESS
WRITING IN THE
LANGUAGE CLASSROOM
Demonstrating Supporting
Evaluating

Giving samples and Taking a supportive role

WRITING FOR To assess the process
structural instructions to help students during
LEARNING and written product
and conventions. the process it important.
to see if they reached
the objectives.
Students have more time to Motivating Responding To look at corrections
think when writing than they
and opportunities of
do in spoken communication. Writing encourages students Motivate and provoke React to students'
improvement.
to focus on accurate students to encourage processes and products.
Students can check and engage them. Not judging, giving
language use and solving
dictionaries, the internet, feedback and support.
problems.
texts, analyze their ideas, etc.
How to teach
REINFORCEMENT
WRITING
PREPARATION WRITING CREATIVE Imagination takes place.
WRITING WRITING Using language to express
personal experiences, ideas, or
To reinforce language, For getting prepared thoughts.
grammar, or before another activity. WRITING FOR
Motivating factors for students.
vocabulary. It gives time to students WRITING
It helps students to to think and get ideas for WRITING
remember new things. discussions. Helping students to communicate PURPOSES
ideas in the most appropriate
ACTIVITY written way. ENGLISH AS A SECOND
LANGUAGE (ESL)
WRITING
A writing lesson can be developed
It can be an integral part of an activity in multiple stages.
ENGLISH FOR SPECIFIC
For example, creating dialogues, answering Writing focus - Needs writing PURPOSES (ESP)
questions, etc. being the main activity, choosing
Those activities do not teach students to write. a genre, population, purposes, ENGLISH AS A FOREIGN
language, register LANGUAGE (EFL)