This document discusses improving writing skills in English as a foreign language (EFL). It notes that students are not achieving good results in writing based on inspection reports, and writing is an academic, social, and workplace requirement. The document outlines the writing process, including planning, organizing, goal setting, and reviewing. It provides strategies for responding to student writing such as comments in the margin, summative comments, conferencing, and using correction codes. The document also discusses brainstorming, outlining, editing, and proofreading techniques. Finally, it poses questions to reflect on regarding the nature of texts and the relationship between writing process and product.

1. Process Writing
for Composition Success
Or
“Keeping your Head above Water”

2. About us and the topic we
chose:
 Susan Joyce, American, published author-book
writer, publisher for Peel Productions, Inc.
“ Information
+ Imagination
_______________________
GREAT CREATION”
 Gabriela Gaione, Uruguayan, EFL teacher, amateur
writer
 “Writing comes from the soul”

4. Why improve writing in EFL?
 Evidence indicates that Ss are not getting good results
in the writing skill- hence INSPECCIÓN de INGLÉS
suggested this topic was critical this year
 It is a requirement in all EFL syllabi
 It is an academic and social need
 It is a market labor need
 It is an integral part of a whole education

5. Writing
 Identifies

6. Writing
 identifies,
 communicates
 and
 reminds
http://www.flickr.com/photos/henrybloomfield/5695330591/sizes/o/in/photostream/

7. Writing
 Communicates and reminds

8. Writing
 Satisfies a requirement

9. Writing
 Promotes introspection

10. Writing
 Communicates, recombines and allows
introspection

11. Writing
 May exemplify what is known as aesthetic
creativity

12. Non linguistic knowledge
that we use for writing - Grabe and
Kaplan
 reference
 world background knowledge
 memory
 emotion
 perception
 intention
 logical arrangement
 situation

13. A model of text structure -Grabe and
Kaplan 1996
Fig 3.1 text structure
SURFACE L DEEP
Sentential syntax E semantic
X
I
textual cohesion C coherence
O
N

14. Analysis of Writing by
Grabe and Kaplan 1996

15. P92 4.1 Flower and Hayes- - - - writing process model
T ask envir onment
T he rhetor ical problem T ext pr oduced so far
G T opic
E Audience
N
exigency
E
R
A Planning translation Reviewing
T Or ganizing Evaluating
I Goal setting Editing
N
G

16.  http://faculty.uoit.ca/hughes/Writing/TheWriting
Process.gif
http:// faculty .uoit.ca/ hughes/ Wr iting/T heWritingProces
s.gif

19. RSVP- How to respond to SS’ writing
TESOL tips
 Comments on the margin on content
 Questions in the margin on content
 Sum-up comments at the end of the composition
 Include good news
 Be short
 Focus on one or two- taught aspects
 Conference
 Include peer advice
 Use correction codes
 Share criteria and if possible create rubrics with your
students before the writing takes place-

20. Some TESOL strategies for successful
writing-
 Copying
 Dictation
 Dictocomp
 Note- taking
 Speed writing
 In – class essays
 Form filling

22. ABC brainstorm- link – list -combine

23. Order, edit and proof-read

25. P 38 Grabe and Kaplan
Some questions to reflect upon:
 What is a text?
 How may texts be examined as product?
 How may texts be analyzed as process?
 How may product and process be viewed as
reflecting an Interactive model?
 How do process and product issues embed
themselves within a coherent interpretation of wider
social contexts for writing?
 What types of texts do we want learners to produce?
 What do these issues suggest for writing instruction
in the classroom?

27. Bibliography & LINKS
 Grabe, W. & Kaplan, R.B. Theory and Practice of Writing- An Applied
Linguistics Perspective -1996 -Longman
 Scarpa, S. Cursos de Sensibilización para Docentes del Plan 1996
Febrero Marzo 2001- Cuadernos de la ANEP
 Snow, D. More than a Native Speaker- Teaching English to Speakers
of Other Languages, Inc-2006
 Tribble, C. Writing 1996 Oxford University Press –
 Ur, P.A Course in Language Teaching 1999 Cambridge University
Press
http://www.flickr.com/
http://faculty.uoit.ca/hughes/Writing/TheWritingProcess.g
http://www.flickr.com/photos/henrybloomfield/5695330591/sizes/o/in/photostream

28. Thank you!
Susan and Gabriela