This is an introduction to the writing skills to learn a language. The elements of those skills and some activities to check them.

2. CONTENTS OF THIS PRESENTATION
1. INTRODUCTION
2. COMMUNICATIVE COMPETENCE
3. COMMON REFERENCE LEVELS
a)GLOBAL SCALE
b)SELF ASSESSING
4. WRITING SKILLS
5. WRITING ACTIVITIES
6.WRITING CIRCUMSTANCES
7.HOW TO PLAN YOUR WRITING
8.FORMAL AND INFORMAL WRITING
9.ASSESSING WRITING SKILLS
10.IMPROVING WRITING SKILLS
11.FURTHER READING
12.BIBLIOGRAPHY

3. INTRODUCTION
• COMMUNICATION: MESSAGE TO A
LARGER AUDIENCE
• CV, COVERING LETTERS, ESSAYS,
EMAILS, BLOG, PUBLISH A BOOK
• ESSENTIAL GOOD IMPRESSIONS

4. COMMUNICATIVE COMPETENCE (CEFR)
Communicativ
e competence
Linguistic
Lexical Grammatical Semantic Orthoepic Orthographical Phonological
Sociolinguistic Pragmatic
Discourse Functional Design

5. COMMON REFERENCE
LEVELS – GLOBAL
SCALE (CEFR)

6. COMMON REFERENCE LEVELS – SELF-
ASSESSING WRITING SKILLS (CEFR)
A1 A2 B1 B2 C1 C2
W
R
I
T
I
N
G
I can write a short,
simple postcard, for
example sending
holiday greetings. I
can fill in forms with
personal details, for
example entering my
name, nationality and
address on a hotel
registration form.
I can write short,
simple notes and
messages relating to
matters in areas of
immediate need. I can
write a very simple
personal letter, for
example thanking
someone for
something.
I can write simple
connected text on
topics which are
familiar or of personal
interest. I can write
personal letters
describing
experiences and
impressions.
I can write clear,
detailed text on a wide
range of subjects
related to my interests. I
can write an essay or
report, passing on
information or giving
reasons in support of or
against a particular
point of view. I can write
letters highlighting the
personal significance of
events and
experiences.
I can express myself in
a clear, well-structured
text, expressing points
of view at some length. I
can write about complex
subjects in a letter, an
essay or a report,
underlining what I
consider to be the
salient issues. I can
select style appropriate
to the reader in mind.
I can write clear,
smoothly flowing text in
an appropriate style. I
can write complex
letters, reports or
articles which present a
case with an effective
logical structure which
helps the recipient to
notice and remember
significant points. I can
write summaries and
reviews of professional
or literary works.

7. WRITING SKILLS AND ACTIVITIES
•GRAMMAR: PROFESSIONALITY, FLOW OF
MEANING, ATTENTION, CLARITY
• GRAMMAR ACTIVITIES
Tip: Read your
finished writing
aloud or ask a friend
to read it
Check your grammar mistakes online

8. •SPELLING: AVOIDS EMBARRASSMENT,
CONFIDENCE, OVERALL IMPRESSION
• SPELLING ACTIVITY:
“WITHOUT MAYKING A JUDGMENT ON THEM, IT IS
SURPRISING HOW MENY PEEPLE SPELL
CARELESLY WITHOUT ANY ACKNOWLEDGEMENT
OF THEIR MISTAKES; GOOD SPELLING IS THE
PRINCIPLE CORNERSTONE OF ACCESSIBLE AND
LEGABLE WRITING, MAKE IT A VITLE PART OF
STUDY AND NOT SUMTHING SEPERATE!”
MORE ACTIVITIES
Tip: use a dictionary
or the spell check of
your pc

9. •PUNCTUATION
• BASIC: , . ! ? ; : ‘ “” – () [] /
• PUNCTUATION ACTIVITIES Tip: ask somebody
to check your work

10. •CONTENT
• COHERENCE: CONNECTION TO THE MAIN IDEA:
DEVELOPING AND SUPPORTING IDEAS
SYNTHESIZING
• COHESION: CONNECTION WITHIN THE SENTENCE
GRAMMATICAL ASPECTS
Tip: draw a concept
map to connect
ideas

11. WRITING CIRCUMSTANCES…
• Letter-writing
• For leisureAt home
• Plain EnglishIt the workplace
• CV
• Covering LetterJob applications
• Essays, dissertations, thesisFor studies

12. HOW TO PLAN YOUR WRITING
1. CLARIFY OUR THOUGHTS
2. KNOW THE AUDIENCE  TONE, FORMAT
3. KEY POINTS
4. STABLISH AN OUTLINE – LOGICAL ORDER
5. INTRODUCTION & CONCLUSION
6. HEADINGS
7. AFTER YOU HAVE WRITTEN YOUR
COMPOSITION:
i. CHECK HEADERS
ii. READ IT OUT LOUD
iii. FOLLOW YOUR FINGER
iv. READ FROM THE END TO THE BEGINNING

13. FORMAL AND INFORMAL WRITING
Informal
Coloquial
Simple
Abbreviations & Contractions
Empathy & Emotion
Formal
Complex
Objective
Full words
Third person

14. FORMAL AND INFORMAL WRITING

15. ASSESSING WRITING SKILLS
• TEACHER’S RUBRICS:
• HTTP://WWW.READWRITETHINK.ORG/FILES/RESOURCES/PRINTOUTS/ESSAY%20RUB
RIC.PDF
• SELF-ASSESSMENT RUBRICS
• PEER EVALUATION

16. IMPROVING WRITING SKILLS
•BASIC GRAMMAR AND
SPELLING
•KEEP WRITING
•READING
•PAYING ATTENTION TO DETAILS
•IMITATING
•OUTLINES
•BEING CRITIC
•AVOIDING UNNECESSARY
WORDS
•DOING RESEARCH

17. IMPROVING WRITING SKILLS

18. FURTHER READING…
Peterson, P. (2003). Developing writing. Washington, D.C.:
United States Information Agency
https://americanenglish.state.gov/files/ae/resource_files/devel
oping_writing_1.pdf

19. BIBLIOGRAPHY
• HTTP://WWW.PERFECT-ENGLISH-GRAMMAR.COM/GRAMMAR-EXERCISES.HTML
• HTTPS://WWW.KENT.AC.UK/CAREERS/SK/WRITTEN-COMMUNICATION.HTM
• HTTP://WWW.BBC.CO.UK/SKILLSWISE/
• HTTP://WWW.SKILLSYOUNEED.COM/WRITE
• HTTPS://WWW.UWB.EDU/WACC/FOR-STUDENTS/ESLHANDBOOK/COHERENCE
• BOOK ON ASSESSING IDEAS
HTTP://WWW.GLENCOE.COM/SITES/COMMON_ASSETS/LANGUAGEART/GRADE6/G6W
AER.PDF