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1. THE EXPRESSIVE MACRO
SKILL: WRITING

2. Objectives
A.define writing;
B.differentiate the teaching of writing to
speaking;
C.explain each writing theory.
D.identify the processes in writing;
E.explain the different approaches in
teaching writing
2

3. 1.
Definition and
Uniqueness of Writing
What is writing?
How is it different from speaking?

4. What is writing?
4
Writing is a medium of
communication that represents
language through the inscription
of signs and symbols.
It is a complex process that involves
mastery on almost all language levels;
morphology, syntax, semantics,
pragmatics and discourse.
Writing is a productive skill
that urges the writer to carry
out the meanings or
messages in the written
form.
It is considered as the most difficult
basic language skills due to its
complexity and complete reliance on
these language levels.

5. TEACHING SPEAKING VS. TEACHING WRITING
5
As a teacher in TEACHING SPEAKING, you should… As a teacher in TEACHING WRITING, you should …
take note of their voices (pitch, stress, rhythm) and
bodies (gestures, facial expressions) to help convey their
meanings.
take note of the words on the page to express meaning.
check proper pauses, pronunciation, and intonation. check spelling, capitalization, and proper use of
punctuation.
consider that speaking is usually spontaneous and
unplanned. The speaker can no longer modify what has
been said.
consider that most writing takes time. It is planned. The
writer can go back and change what has been written.
know that speaking skill does not rely entirely in
metalinguistic competence as it can be acquired naturally
or subconsciously from the environment.
know that writing skill requires more formal instruction and
practice, especially about the grammar and discourse.
be aware that speech can have a lot of repetition. The
speaker can pause, offer to start again, rephrase without
losing the meaning of the utterance.
be aware that writing is more formal and compact. It
progresses logically with fewer digressions as writing skill
emphasizes well-formed output.
recognize that speakers can use simple sentences
connected by a lot of ands and buts.
recognize that writers should use more complex
sentences with connecting words like however, therefore,
in addition to. Writing contains more elaborated linguistic
systems, complex clauses, different syntax and
vocabularies

6. 2.
Writing Theories
What are the different views in
writing ?

7. COGNITIVE PROCESS THEORY
7
Three main components:
1. Task Environment
2. Writer’s Long Term Memory
3. Writing Processes –
• Planning
➢ generating ideas, which retrieves relevant information
from the long-term memory
➢ information is given structure in order to help the
writer make meaning of the ideas
➢ goal-setting, which can be “procedural” or
“substantive”
• Translation
➢ the process of putting ideas into visible language
• Reviewing
➢ “depends on two sub-processes: evaluating and
revising

8. SOCIO-CULTURAL THEORY
• Zone of Proximal Development (ZPD)
• Six Principles of Scaffolding and Activities for Scaffold in Writing
1. Contextual support - a safe but challenging environment: errors are expected and
accepted as part of the learning process
2. Continuity - repeated occurrences over time of a complex of actions, keeping a balance
between routine and variation
3. Intersubjectivity - mutual engagement and support: two minds thinking as one
4. Flow – communication between participants is not forced, but flow in a natural way
5. Contingency – the scaffold assistance depends on learners’ reactions: elements can be
added, changed, deleted, repeated, etc.
6. Handover – the ZPD closes when learner is ready to undertake similar tasks without help
8

9. ECOLOGICAL THEORY
• recognize the importance of context, including social, material, temporal aspects of
the interaction between people and their environment
• pays explicit attention to the influence on individuals of context at different levels of
proximity, including more distant factors
• Bronfenbrenner’s (1979) work has been particularly influential in understanding the
layers of context.
➢ The first layer includes the structures with which a child or person has direct
relationships and interaction. For children, this includes family, friends, and teachers.
➢ Second, provides the connection between these structures and includes relations
between, for example, teachers and parents.
➢ more distant layers, encompass the larger social systems that the shape family,
school, school community, and wider societal values and practices
9

10. SOCIAL COGNITIVE THEORY
• Tries to account for the cognitive operations and representations
that underlie the social process of communication meaning through
discourse in a specific social context.
• Students need to learn the textual conventions, the expectations, a
body of topic knowledge, the habits of mind, and methods of
thoughts that allow one to operate in an academic conversation. To
this task, students bring a wealth to prior knowledge, past practices,
and tacit assumptions about school writing
• Strategic knowledge
10

11. The
Writing
Process
11

12. 3. Approaches in
Teaching Writing
How to teach writing?

13. Rules-Based Approach
• Rules-based instruction involves teaching children to correctly write words
and sentences.
• Teachers provide sentences with language errors and ask children to correct
the mistakes.
• Students may also write original sentences for the purpose of practicing
how to use language.
▪ Sample Activities
➢ It includes activities like identifying parts of speech, locating sentence
elements such as subjects and predicates, learning and applying rules for
subject-verb agreement and pronoun use, and practicing punctuation,
capitalization, and spelling. One common exercise is sentence correction.
13

14. Process Writing Approach
• It focuses on the process of composing texts.
• In this approach, children learn to brainstorm ideas, write rough drafts, and
revise and edit those drafts.
• Rather than teaching rules for creating sentences, it focuses on writing full
texts and meaningful ideas, and it de-emphasizes spelling, punctuation, and
grammar.
• Sample Activities
➢ The teacher assigned the writing topic, and everyone moved through the
writing process together: brainstorming, drafting, revising, and editing.
Students wrote alone and only the teacher read their work.
14

15. Genre Approach
• It focuses on how to write, considering context, purpose, and audience and
explicitly teaching the features of different text types.
• Instruction usually begins with children reading and analyzing a genre.
▪ Sample Activities
➢ Discuss questions such as, “What’s the purpose of informational texts?
When do authors write them? When do readers read them? What do
readers expect when reading this genre? What are the features common to
informational writing?” Once children understand the purposes and
features of the genre of informational books, they would then begin to
write their own.
15

16. Strategy Approaches
• Teach children the planning, drafting, and revision strategies used by skilled
writers.
• It incorporates elements of both process writing and genre instruction.
After learning the strategy, children learn other, genre-specific strategies for
planning and drafting.
▪ Sample Activities
➢ Teachers thoroughly explain the steps of the writing process and directly
demonstrate both the thinking and the actions required to implement each
step. Children practice each strategy, first with teacher and peer support
and then on their own, until they have mastered it.
16

17. Multimodal Writing Approach
• In addition to composing traditional, linear, paper-based texts, it considers
composing digitally. Digital texts use many different modes to
communicate, and authors can develop proficiency in composing each one.
Sample Activities
▪ Creating books that contained pop-ups, glued-in photographs, and objects
such as ribbons and stickers.
17

18. 3. Assessing Writing
How do we
asses?

19. ASSESSING INITIAL STAGES OF THE PROCESS OF COMPOSING
19
• Focus your effort primarily on meaning, idea,
and organization.
• Comment on introductory paragraph .
• Make general comments about the main idea
and logic or appropriateness of the
organization.
• Ignore minor grammatical and lexical error, etc.

20. ASSESSING LATER STAGES OF THE PROCESS OF COMPOSING
20
• Comment on the specific clarify and strength of all main
ideas and supporting ideas and on argument and logic.
• Call attention to minor grammatical and mechanical
errors but direct the writer to self-correction.
• Comment any further word choices and expression that
may not be awkward but are not as clear or direct as
they could be.

21. Designing Assessment Tasks:
▪ Intensive (Controlled) Writing
• DICTATION AND DICTO –COMP
• GRAMMATICAL TRANSFORMATION TASKS
▪ Imitative Training
• TASKS IN [HAND-] WRITING LETTERS, WORDS, AND PUNCTUATION
• LISTENING CLOZE SELECTION TASKS
▪ Responsive and Extensive Writing
• PARAPHRASING
• GUIDED QUESTION AND ANSWER
21

22. 22
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