2. OUTLINE
1. The role of writing materials
2. Selecting writing materials
3. Textbook as writing materials
4. Internet and writing materials
5. Creating writing materials
3. OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
Reference Stimulus
Model
Language
scaffolding
4. Model
Present examples → demonstrate
variations.
Increase students’ knowledge and
awareness.
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
5. Model
Effective model
Exemplary
samples
Athentic Relevant
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
6. Language Scaffolding
Provide opportunities → discussion,
guided writing, analysis and
manipulation of salient structures and
vocabulary.
Develop an understanding of grammar
→ produce accurate sentences and
cohesive texts
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
7. Language ScaffoldingE
n
c
y
c
l
o
p
e
d
i
a
Cobuild Advanced
O
n
l
i
n
e
W
r
i
t
i
n
Effective tools
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
8. Reference
Concern knowledge rather than
practice.
Support the learners’ understanding.
Most useful: self-study vs little class
context.
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
9. Stimulus
Involve learners in thinking
about and using language by
Provoking ideas
Encouraging connections
Developing topics
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
10. Stimulus
r
i
a
l
s
i
n
t
e
r
p
r
e
t
a
t
E
x
p
l
i
c
i
t
D
e
t
a
i
l
e
Effective Stimulus
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of
writing
materials
a. Model
b. Language
scaffolding
c. Reference
d. Stimulus
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
11. OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
Proficiency of the learners
Writing materials need to be at an
appropriate level
12. OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
Proficiency of the learners
Nature of learning writing
Writing materials should prepare
students for the texts they need to
write in target situations.
13. OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
Proficiency of the learners
Nature of learning writing
Authenticity of materials
- Used as models of target texts.
- However, teachers are not tyrannized
by the ‘authenticity imperative’
when selecting materials.
14. OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting
writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
Proficiency of the learners
Nature of learning writing
Authenticity of materials
15. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as
writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as
writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
16. Shortcomings
Lack of
specificity of
students’
background
nor target
needs.
Fail to reflect the ways
writers actually use
language to communicate
in real situation.
Writing themes mostly
addressing personal
experience.
Express in a
single
composing
process and
misleading
text models.
17. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as
writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as
writing
materials
iv. Internet and writing
materials
v. Creating writing
materials
✓ Adding: extra readings, tasks or
exercises.
✓ Deleting: irrelevant, unhelpful or
difficult items.
✓ Modifying: rewriting examples,
activities or explanations
✓ Simplifying: rewriting to reduce
difficult parts.
✓ Reordering: changing the
sequence of units to fit the course
goals.
WAYS TO ADAPT MATERIALS
18. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and
writing
materials
v. Creating writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and
writing
materials
v. Creating writing
materials
22. Corpora can be used as materials for
developing students writing by providing
evidence of use and how a particular
vocabulary item regular co-occurs with other
items.
Eg: Word Pilot
23. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
Materials Writing Team
- Inspiring each other with ideas.
- Reducing the amount of effort/ time/
frustration.
- Higher-quality final product.
24. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
Hutchison and Waters (1987)
framework for materials design
Reflecting the instructional roles of
materials.
Emphasizing the integration of key
elements in Materials Design.
Content
FocusInput
Language
Focus Task
25. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
Hutchison and Waters (1987)
framework for materials design
Input
Paper / electronic text
Dialogue/ video/ picture/
communication data
• Stimulus for thought, discussion and
writing
• New language items or the re-
presentation of earlier items
• A context and purpose for writing
• Models and exemplaries
• Spur to the use of writing process
skills
• Chances to process information
• Chances for learners to use and
build on prior knowledge
26. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
Hutchison and Waters (1987)
framework for materials design
Content
Focus
Topics , situations and information to
generate meaningful communication
Language
Focus
- Analyses of texts
- Students integrate new knowledge
into the writing task.
Task
Materials should lead towards a
communicative task Learners use
the content and language of unit
write assignment.
27. OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
OUTLINE
i. The role of writing
materials
ii. Selecting writing
materials
iii. Textbook as writing
materials
iv. Internet and writing
materials
v. Creating
writing
materials
a. Input
b. Content focus
c. Language
focus
d. Task
Jolly and Bolitho (2011):
Content
Gap
Realistic
activities
Target need
Learner
Interest
Clear
explanation
Need
Physical
appearance
To interest/
engage
learners with
activities
Input Source
28. 11/06/16
CONCLUSION
1. The role of writing materials
- Model
- Language scaffolding
- Reference
- Stimulus
2. Selecting writing materials
- Proficiency of the learners
- Nature of learning writing
- Authenticity of materials
3. Writing materials: Textbook, Internet
4. Creating writing materials
• Input
• Content focus
• Language focus
• Task
CONCLUSION
1. The role of writing materials
- Model
- Language scaffolding
- Reference
- Stimulus
2. Selecting writing materials
- Proficiency of the learners
- Nature of learning writing
- Authenticity of materials
3. Writing materials: Textbook, Internet
4. Creating writing materials
• Input
• Content focus
• Language focus
• Task
