1. The document discusses various aspects of developing writing skills, including the importance of environment and practice. 2. It outlines objectives of giving lessons on developing writing skills and integrating writing with other skills. 3. Various tips are provided on writing techniques, styles, and processes like pre-writing, writing, and revision.

1. WRITING SKILLS PRESENTATION

2.  Writing
is a skill, some have it inborn itself
and others just need to polish their skill.
 Writing
skills can be enhanced by attending
certain classes. For this one require a calm
and lovely environment .
 Writers
room is the best place for developing
and enhancing your writing skills. Writers
room is a popular workspace in New York
city.

4.  General
objectives:
 Trainees will be able to give a lesson in
developing writing skills.
 Trainees will be able to integrate writing
with listening, speaking and reading.

5.  Written
language is complex at the level of
clause while spoken language is complex in
the way clauses are linked together
 Written language is also reinforced by the
tendency of create nouns from verbs
 Writing is often decontextualised

6.  Look
at the images of Britain on the next few
slides. Jot down any word that you think
could be useful in writing about these places.

10.  Ability
to put sounds down on graphic form
according to the conventional sound-spelling
rules.
 Ability to spell English words correctly, including
using correct punctuation and capitalization.
 Ability to do writing practice, such as dictation,
grammar exercises, constructing dialogues
according to the model, simple translation
exercises.
 Ability to write short compositions, including
functional writing skills, such as writing simple
letters, taking notes, writing outlines and
summaries.

12.  Product
and process
 Information gap
 Recursive activity involving revision of
successive drafts
 Three-stage process: pre-writing,writing,
revision
 Interesting
 Co-operative
 Purpose
 Linking different skills
 Various

13. Sentence writing
Parallel writing
Cohesion and coherence
Oral composition

14. Why do we write?
To communicate with friends (informal writing)
To communicate formally, e.g. with a company
To make our opinions known in a newspaper (letter to the editor)
To leave messages (note)
To tell a story
To keep a personal account of events (a diary, blog etc.)
To sell or publices something in a newspaper (an advert)
To show how to do something (instructions)
To put words to music (lyrics)
To present facts or opinions (essay)

15. What kind of writing do you use the most?
What is important
to think about when
it comes to informal
writing?
What is important to
think about when it
comes to formal
writing?
No matter what kind of text you are going
to write you are expected to use
appropriate language for that kind of text.

16. Formal writing
Use a clear structure and divide your text into paragraphs
Use linking words (and, In addition, as well, in short, secondly, because, since, therefore,
but)
Use a varied vocabulary, with complete and varied sentences
Use full forms of words (I have, we are, I would, as soon as possible etc.
Use formal words (instead of using deep use profound for instance)
Be formal and polite
Always use formal greetings and expressions to end a letter or an e-mail (Dear Mrs. Green,
Sincerely yours)

18. Why is it important to write well?
Something you write becomes a part of yourself – Learning and
processing new knowledge develop your brain capacity.
Writing increases your vocabulary – Really knowing a word means
being able to use it in the correct context. (Passive vs. Active
vocabulary)
Writing improves your grammar.
Writing helps you practise your spelling – Always use a dictionary
when you have the chance! – Why is spelling important?

19. Spelling – Why bother?
Spelling is important so that a reader can process the
communication as quickly and easily as possible.
 What happens if you don‟t spell correctly?
 Have a look at the “spell chequer” here on the next
slide


21. How to come up with ideas for writing

A common argument from students is ”I don‟t know
what to write – I have no imagination”
 Look
around yourself – what in your immediate field of
vision can trigger your imagination?
 Can
you think of related things that have happened
recently to yourself or anyone you know of?
 Is
the given topic something that does not interest you
in anyway? Why?
 Make
a mindmap with ideas.

22. Linking words


Linking words are words you use to connect sentences or parts of
sentences. By using linking words you express yourself more clearly
and the reader finds it easier to understand your ideas. The more
formal the text is the more linking words are required.
Here is a list of useful linking words you canuse:
Group 1 – Result linkers (”so”)
Therefore
That is why
For this/that reason
Consequently
hence
Group 2 – Reason/Cause linkers (”because”,
”as”)
Since
As a result of*
In view of*
Because of*
Due to*
Owing to*
Thanks to*
* Must be followed by a noun, a pronoun or an ”ing-form” verb.

23. The objectives:
1 The primary focus is on grammatical rules and
writing skills.
2 Students are expected to translate accurately all
the given texts.

24.  The
GTM uses a lexico-grammatical and task based
syllabus: there is a strong focus on vocabulary and
grammatical rules that are learned contextually
from the given texts to be translated. Therefore
the syllabus is build primarily on the grammatical
points illustrated in the text-book.

26. A
student in this method is viewed as a
processor and passive holder for the
information given to him. This means that he
does not influence the process of learning or
even other students. In fact learners are
totally dependent on the teacher.

28. 
1. Explanation and analysis
(a) a process
(b) an opinion or point of view
(c) event(s) and phenomena
(d) instructions and directions
2. Argument
(a) persuasion
(b) refutation
(c) examining both sides of a point
3. Description and summary
(a) a thing
(b) a person
(c) a place
(d) an event
(e) concepts
4. Narration
(a) a series of events; a report
(b) biography or autobiography
(c) historical events
(d) fiction or nonfiction

29. 

Written practice
Written communicative activities

30. (a)
1.
2.
3.
Join the following pairs of sentences using
„and‟ or „but‟
Concorde is an ideal way to travel.
Concorde is expensive.
Concorde is fast. Concorde is comfortable.
Travellers like Concorde. People living near
airports don‟t like Concorde

31. Relaying instructions
Exchanging letters
Writing games
Fluency writing
Story construction
Writing reports and advertisements

32. (a)
(b)
Describe people and identify(guess people)
Describe events and identify

35. Stage 1 Students are put into groups of six.
Stage 2 Each member of the group is given a letter (A-F).
Stage 3 Each group is given one of the pictures from the
sequence . All the members of the group should write two
sentences about their picture together, using past tenses.
Each member of the group now has the same two
sentences.
Stage 4 The teacher now collects the four pictures, and re-forms
groups so that all the A‟s are together, all the B‟s and so on.
The new groups must now put their sentences together to
form a coherent story. They should be reminded that they
will probably have to make changes from the original
sentences, especially in terms of tense and the use of
cohesive devices ,etc.
Stage 5 The groups now read out their stories and the class
compares them. In the event of any confusion the teacher
can show the original picture sequence.
..

36.  In
the GTM the teacher role is central as he
controles and determens every thing in the
classroom whether it is content, tasks or else, as
well as correcting immediatly the errors made by
the students. This makes learners totally
dependent on the teacher as the source of
information and direction as well.

37. 
Allah, A. (2010). The grammar translation method. http://www.slideshare.net/FatenMallat/thegrammar-translation-method?qid=6d26ab85-1f83-4189-941484875f966d41&v=default&b=&from_search=6

Fat, G. (2013). Developing writing skills. http://www.slideshare.net/gracefat/14-developingwriting-skills?qid=57ef9969-e1c9-42de-91e4-637490d02793&v=qf1&b=&from_search=3

Michecaro, (2012) How to improve your writing skills. http://www.slideshare.net/michecaro/howto-improve-your-writing-14129280?qid=57ef9969-e1c9-42de-91e4637490d02793&v=qf1&b=&from_search=4

Sinciar, E. (2013). Writing skills. http://www.slideshare.net/EmmaSinclair/writingskillsl1?qid=6d26ab85-1f83-4189-9414-84875f966d41&v=default&b=&from_search=1

Writers Room, (2012). Creative writing at workshop.
http://www.slideshare.net/writersroom/writers-room?qid=67cb3549-c5af-43fb-944acc63b6f55885&v=qf1&b=&from_search=8