6. Stages in writing
• Imagine writing an article for a teachers' journal. Put the stages below
in the order in which you would do them. Are there any things here
that you wouldn't do?
1. Read and make changes and corrections.
2. Write a rough draft.
3. Organise your ideas.
4. Consult books and talk to colleagues to get ideas.
5. Write a final copy.
• We can see that writing involves a number of different processes.
Discuss what implications this has for teaching.
7. Read this sequence of activities
from a coursebook and answer the
questions.
1. What is the purpose of each
stage?
2. To what extent does the
sequence reflect the
processes of writing, as
outlined in the activity?
3. See page 62.
8.
9.
10. Marking
Written
Work
Work in pairs. Discuss the ways
the errors in this learner writing
have been indicated and answer
the questions.
1. Which of the three ways do
you think is the most
effective?
2. The writer of this text is an
intermediate learner. Do you
think the approach to
correction would be the same
for all levels?
3. What do the symbols mean?
Complete the key.
13. Warm up:
Work in pairs. One is the reader and one is the
writer. Reader: run to the wall and read the text.
Run back to your partner and dictate as much of
the text as you can remember. Continue until
your partner has completed writing the text.
Work as quickly as you can. When you have
finished, compare your text with the original.
14. Work in pairs. Answer the
questions about the activity.
1. What skills (speaking, listening, reading
and writing) did you each practise?
2. Did you enjoy the activity? What was the
atmosphere like in the room as you were
doing it?
3. Would you be able to use this type of
activity with a class you are teaching?
15. Combining
skills
Choose one of the four skills
and see where it occurs in
the table in Activity.
1. Is it equally central to
the activity in each
case?
2. What implications
might this have for
teaching?
