1. The document discusses the five stages of the interactive writing process: pre-writing, drafting, revising, rewriting, and publishing. It provides examples of how to implement each stage in an EFL classroom. 2. Students are introduced to the six traits for evaluating writing: ideas, organization, word choice, voice, sentence fluency, and conventions. They work in pairs to discuss the traits. 3. The writing workshop framework is explained as a way to organize the writing process in the classroom. Key components are the minilesson, work time, and sharing. During work time, students write independently while the teacher conferences.

1. Lesson 23
FACTORS AFFECTING EFL WRITING
DEVELOPMENT
Objective: to elicit different writing stages from students used by teachers in writing
classes.

2. Activity 1
Teaching 5 stages of interactive writing process
Objective: to explain the interactive writing process involves teaching students to
write in a variety of genres, encouraging creativity, and incorporating writing
conventions.
Procedure:
1. Explain how the interactive writing process moves along a continuum, from
fluency to control and to precision and how pre- writing to publishing moves along
the continuum.
2. Let students identify the terminology of the writing process.
3. Divide students into four groups, give each group an envelope containing the 6
steps of the interactive writing process and the definition or examples of each.
4. The groups will complete the sorting activity by matching the component of the
writing process to the definition or example. An answer key will be given to each
group after the activity.
5. Give each participant the interactive writing process chart and the students will
choose a tool and model each component of the interactive writing process.

3. The following ways are to implement
each step of the writing process:
Pre writing—This step involves brainstorming, considering purpose and
goals for writing, using graphic organizers to connect ideas, and designing
a coherent structure for a writing piece. Have EFL students engage in
whole-class brainstorming to decide topics on which to write. For
students, have them brainstorm individually or in small groups with a
specific prompt, such as, “Make a list of important people in your life,”
for example. Online graphic organizers might help students to organize
their ideas for specific writing genres during the prewriting stage.
Examples are the Essay Map, Notetaker, or Persuasion Map.
Drafting—Have students work independently at this stage. Confer with
students individually as they write, offering praise and suggestions while
observing areas with which students might be struggling and which might
warrant separate conference time or mini lessons.
Revising and Editing—Show students how to revise specific aspects of
their writing to make it more coherent and clear during mini lessons. You
can model reading your own writing and do a think aloud about how you
could add more details and make it clearer. Teach students to reread
their own work more than once as they think about whether it really
conveys what they want to their reader. Reading their work aloud to
classmates and other adults helps them to understand what revisions are
needed. Your ELLs will develop greater language proficiency as they
collaborate with their peers when revising.

4. Rewriting—Have students incorporate changes as they carefully write or type their final
drafts.
Publishing— Encourage students to publish their works in a variety of ways, such as a
class book, bulletin board, letters to the editor, school newsletter, or website. Having an
authentic audience beyond the classroom gives student writing more importance and
helps students to see a direct connection between their lives and their literacy
development. Rubrics help to make expectations and grading procedures clear, and
provide a formative assessment to guide and improve your instruction. The Sample
Writing Rubric, for example, can be used for upper elementary students. As you work
with your students to implement the writing process, they will begin to master writing
and take it into all aspects of life.Peer review, with clear guidelines for students to give
feedback on each other’s work, motivates students, allows them to discuss their writing
with their peers, and makes the work load a little lighter for you. The Peer Edit with
Perfection! PowerPoint Tutorial is a useful tool to teach students how to peer review and
edit.
You can also have students can edit their own work using a checklist, such as the Editing
Checklist. Editing is when students have already revised content but need to correct
mistakes in terms of spelling, grammar, sentence structure, punctuation, and word choice.
Use mini lessons, small-group lessons, or individual conferencing if necessary to make
sure that students have made thoughtful changes to their writing content before moving
on to the final draft.

5. Activity2. Give Ss information about the new
standards document evaluates writing based on
the six traits. Let Ss work in pairs for discussing.
• Ideas
• Organization
• Word Choice
• Voice
• Sentence Fluency
• Conventions
• + Presentation

12. “How does knowing the writing process help me
teach the traits?”
“How does knowing the writing process help me teach the traits?”
Writing Workshop?
“So I understand about the Writing Process and how it fits with the
traits….. Now what about the Writer’s Workshop?”
What is “Writer’s Workshop”?
A organizational structure for allowing the writing process to
happen in the classroom setting. It replicates the practices of
professional writers as they take a piece of writing from conception
to publication “The traits are the language of writing workshop.”
“The six traits represent a language that empowers students and
teachers to communicate about qualities of writing.”

13. Writer’s Workshop
Minilesson
“Work Time”
Sharing
• Minilesson-
• Modelled WritingDirect Teaching
• “Work Time”
• Students write independently Teacher conferences with
individuals and/or small groups (“Guided Writing”)
• Sharing
• Reinforces or makes the teaching point again

14. Minilesson components
1. Connection
2. Teaching / Demonstration / Explicitly tell and show an
example / Inquiry / Guided practice
3. Active Engagement
4. Link

15. Thank you for your
attention!