The document outlines the various aspects of teaching writing, including its definition, importance, types, and the writing process. It highlights sub-skills necessary for effective writing, teaching strategies, assessment methods, and challenges students face in writing. It also emphasizes the need for engaging and effective correction methods to improve students' writing abilities.

1. Teaching writing
Teaching writing

2. Outline
• What is writing?
• Types of writing
• Writing as a process
• The importance of writing
• Writing subskills
• The difficulty of writing
• Teaching writing
• How to assess writing
• Conclusion

4. )
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5. Definition
Widdowson (1978:62): “states that writing is
the act of making up correct sentences and
transmitting them through the visual medium
as mark on paper”
Troyka (1987:3-4) states that: “writing is a
way of communicating a message to a reader
for a purpose. The purposes of writing are to
express one’s self, to provide information for
one’s reader, to persuade one’s reader, and to
create a literary work”.

6. Why writing is important for students?
• Help them acquire useful techniques for effective writing
• Help them learn specific skills that apply to all forms of writing
• Familiarizing them with common writing mistakes
• Help them develop specific skills to meet unique writing demends
Communicate specific information or ideas utilizing the
format ,Language and content relevant to a
specific context .

7. Types of writing
• Formal writing ( letters , email, books…………..)
• Informal writing ( abreviations ,slang………………)
• Narrative
• Descriptive
• Expositary
• Argumentative

8. Types of writing
• Narrative expository
• Descriptive persuasive

9. Mechanics of writing
• Punctuation.
• Transitional expressions.
• Capetalization.
• Spelling.
• Handwriting.

10. Writing as a process
Final
version
Planning
=pre-
writing
Drafting =
writing
Editing= re-
writing
Revising

11. Writing as a process
1. Pre-writing
2. Drafting
3. Revising
4. Editing
5. Publishing

12. The writing sub-skills
• Spelling
• Word-order
• Appropriatness of language
• Arrangement of ideas
• Coherence and cohesion
• Critical thinking
• Note taking

13. Teacher, why writing
is so difficult?

15. “Why is writing so hard?
It demands the integration of diverse
cognitive, memory, linguistic, motor, and
affective systems, each of which makes its
own unique contribution to the writing
process and the text that gets written.
Writers must juggle all of these systems
simultaneously. Naturally, if jugglers focus
on how they are throwing and catching
only one or two of five balls, they are likely
to drop the others. The key to keeping all
the balls in the air is to understand and
master the many foundation skills required
for juggling so that they can be integrated
fluidly. The same principle holds for
writing. »

16. Teaching writing
• Pre-writing (teacher)
 introduce the topic
 introduce and summarize the main writing task
 Brainstorm ideas
while-writing
 Fast writing
 Select and reject ideas
 Sort and order ideas
 Decide on specific requirement, style, information, layout, etc.

17.  Focus on useful models
 Plan the text
 Get feedback
 Prepare drafts
 Edit
• Post-writing
 Prepare final text
 Students read their text and discuss the content

18. TEACHINGWRITING
www.geoffbarton.co.uk
Model it
Demonstrate it
Practise it
Critique it
Scaffold it
Including ‘bad’ models
Show students the process
of writing
Correct/change/improve
Make it collaborative
Move from small to larger
sections

19. Writing as a process
Pre-writing
• Planning and Thinking
• Getting thoughts down on paper.
• Free-write, outline, note, Discuss,and think of the
topic

20. Writing as a process
•How……..?
• Brainstorming / Vocabulary
• Surveying / forms
• Researching / Discussion

21. Writing as a process
Things students must know in the
pre- writing phase
• The purpose of their writing
• The audience they are writing for
• The content (structure / sequence)
( genre / register)

22. While Writing as a process
writing
• First Draft
• Putting your ideas and thoughts together
• Forming sentences and paragraphs

23. Writing as a process
• Re_writing / Editing
• Revising and Reflecting
• Rewriting or rearranging sentences.
• Proofreading

24. Writing as a process
• Presenting
Final Draft
Sharing your work with (pairs , classmates)
publishing, speaking

25. Writing as a product
• Students are encouraged to mimic a model text, which is
usually presented and analyzed at an early stage.
• Product approach focuses on writing tasks in which the
learner imitates, copies and transforms teacher supplied
models
• The use of language is the manipulation of fixed patterns,
these patterns are learned by imitation

26. Writing as a product
• Steps in writing as a product
Stage 1 Model texts are read
Stage 2 consists of controlled practice
Stage 3 Organisation of ideas.
Stage 4 The end result of the learning process.

27. Writing skills
• Use the orthography correctly, including the script, and spelling
and punctuation conventions.
• Use the correct forms of words. This may mean using forms that
express the right tense, or case or gender.
• Put words together in correct word order.
• Use vocabulary correctly.
• Use the style appropriate to the genre and audience.
• Make the main sentence constituents, such as subject, verb, and
object, clear to the reader.
• Make the main ideas distinct from supporting ideas or
information.
• Make the text coherent, so that other people can follow the
development of the ideas.

28. Quick Writing
• Quick writing is strategy used to develop writing fluency, to
build the habit of reflection into a learning experience, and to
informally assess student thinking. The strategy asks learners
to respond in 2–10 minutes to an open-ended question or
prompt posed by the teacher before, during, or after a lesson.

29. Quick Writing
• Purpose
• Use before, during, and after reading to:
• Activate prior knowledge by preparing students for reading, writing, or a
discussion
• Promote reflection about key content concepts
• Encourage critical thinking
• Organize ideas for better comprehension
• Increase background knowledge when shared
• Synthesize learning and demonstrate understanding of key concepts
• Reinforce vocabulary
• Provide a purpose for reading
• Assess student knowledge on the topic prior to reading

30. WritingAssessment
Traditional way of correcting students’ writing
• In fact, there are various ways of providing feedback and
correcting students' essays such as teacher’s total correction,
error identification, giving comments and peer correction.
Unfortunately, many teachers if not all just cross the students’
mistakes and give grades. (Saito, 1994; 46)
• In the traditional direct error correction of students’ writing,
the teacher is the only reader who corrects students’ papers. He
just crosses or circles the students’ mistakes, writes marginal
comments and gives a grade.

31. WritingAssessment
This method is divided into two categories; correcting the form
and the content of students’ writing:
• First, in correcting the form of his students’ writing, the teacher
examines if the students respected the form of the model text.
• Second, concerning the correction of the content, the teacher
focuses on students’ grammar, spelling and vocabulary
mistakes.
by doing so, teachers just expect their students to look over the
correction and hope they won’t repeat the same mistakes.

32. WritingAssessment
Alternative correcting method
• For Penaflorida (1998), “Assessment and evaluation are not
the sole responsibility of the teacher. Teachers need to make
their students realize that paper is their own property, thus
answering the question of ownership.”

33. WritingAssessment
Selective correction
• Signposting
• Correction code
• Individual self-correction
• Peer correction
• Whole- class correction
• Remedial teaching

34. WritingAssessment
• Selective correction: In this method, the teacher focuses on two
areas of correction like tenses and spelling.
• Signposting: One way of engaging students in the correcting
process is to indicate to students where the mistake and it is the
students’ role to correct them.
• Correction code: In this method, the teacher uses a set of letters
and symbols to show students what kind of mistakes they have
made in their writing.

35. WritingAssessment
• Correction code:
• G = grammar
• P = punctuation
• V = vocabulary (wrong word)
• Prep. = preposition
• ? = I don’t understand what you have written. Please explain.
• Sp = spelling
• W.o. = word order
• T = wrong verb tense
• Wf = wrong form
• N = number / agreement (singular vs. Plural)
• ^ = something missing
• Ø = not necessary

36. Writing Assessment
• Individual self-correction: In this method, students have the
responsibility to find out their mistakes and to correct them.
Then, the teacher checks his students’ correction and gives
feedback on the areas that the students’ need to improve.
• Peer correction: As the title shows, students work in pairs or
groups to exchange their papers and give feedback to each
others’ problems. The teacher needs to check his students’
correction to make sure if they are valid.
• Whole-class correction: The teacher selects common mistakes
made by students, write them on the blackboard and correct
them with the whole class.

37. WritingAssessment
• Remedial teaching: This method takes place after correcting
students’ mistakes. If the teacher notices that his students
repeat the same mistakes, he should offer students further
explanations of the lessons where they have problems.

38. WritingAssessment
• The aim of these alternative correcting methods is to engage
students in the correction of their writing.

39. Lets look at these two lesson plans
• Cothes lesson plan for primary
• Sports lesson plan for prep

40. Activities related to sounds
• Aims
• Learning farm vocabulary: pig, sheep, cow, horse, chicken, hen,
dogs, cat, goat, duck, rabbit, farmer, farm, stable, hay, grass, milk,
eggs
• Learning animal noises: quack, moo, miaow, woof, neigh, squawk,
baa, etc
• Learning greetings language: ‘How do you do?’ ‘My name is…’
‘Pleased to meet you.’
• Studying action verbs such as ‘eat’, ‘make’, ‘lay’, ‘go to bed’, ‘go to
sleep’
• telling the time
• prepositions of place such as ‘behind’, in front of , next to…
• Other language areas phonetics inspired by sounds found in the
song ‘Old MacDonald had a farm’

41. Counting sheep
• Find out what time they go to bed and
then what time they go to sleep. This
can be used for a class survey.
• They can ask other people in the class
and then feedback on a class chart the
results.
• They will practise two questions ‘What
time do you go to bed?’ and ‘What time
to you go to sleep?’ while also practising
the time – ‘At eight o’clock.’ ‘At half past
eight.’
• Draw a picture of a child asleep in bed
with a dream cloud above her head and
a row of sheep. You can use this to
practise numbers with the children
counting the number of sheep. Get
them to imagine an actual dream and
draw it on their picture.
• .
Babe - Video work (Age: 10+)
• . A few minutes of film accompanied by
language work can be much more interesting
and effective than an hour and a half of
watching the television with no objective
other than filling in time.
• Play the first few minutes of the film with no
sound.
• Get the children to feedback on what they
saw. What do they think the film is about? A
pig, a teacher or a child? Provide multiple
choices to guide them.
• In the first ten minutes of the film you have
some scenes on the farm. Use these
sequences to do some animal recognition
work. They could then listen to the extract
and then the older primary pupils could even
make up a short dialogue between Babe and
Fly, the sheep dog who ‘adopts’ Babe, the first
time they meet. This could be a greetings
conversation

42. Animals and animal sounds
• (Age: 4+)
• Provide the flashcards yourself or spend a little time with the
children making a flashcard each. Laminate flashcards so you
can use them again and again.
• Put the children into pairs and distribute flashcards of about
ten farm animals.
• One person holds up a card without being able to see it
themselves.
• Their partner must make the noise the animal makes for the
person who’s holding the card to be able to guess the animal.
• They should be familiar with at least some of the names. You
can fill in the gaps as you monitor.

43. Songs
• The Farmer’s in his Den – new words (Age: 5+)
• This can be done as a sitting down song if space is limited or as a circle
with designated farmers and animals.
• It is more interesting for the children if you change the words of this
song. It allows for many more animals.
• Try using a different animal for each verse and include either the noise
they make or what they eat or do on the farm.
• The children can mime the animals as they join the central group of
children. e.g.
• The hens lay an egg
• The rabbits like carrots
• The cows make the milk
• The horses eat the hay
• The sheep eat the grass
• Three little ducks

44. • This is another popular song that you can tie in with your farm unit. Make sure you use props (rubber ducks), finger movements or bodily actions to act out this song. It’s
repetitive enough that the children very quickly pick it up and enjoy participating.
• Three little ducks went swimming one day
• Over the hills and far away
• Mother Duck said 'QUACK QUACK QUACK QUACK'
• But only two little ducks came back.
• Two little ducks went swimming one day
• Over the hills and far away
• Mother Duck said 'QUACK QUACK QUACK QUACK'
• But only one little duck came back.
• One little duck went swimming one day
• Over the hills and far away
• Mother Duck said 'QUACK QUACK QUACK QUACK'
• But now no little ducks came back.
• No little ducks went swimming one day
• Over the hills and far away
• Mother Duck said 'QUACK QUACK QUACK QUACK'
• And all three little ducks came back.
• Old Macdonald had a farm
• You can split the board into three columns and put the three phonetic sounds at the top of the columns.
• Together you can build up a picture gallery of words with the same sound in them. In can be things you find on a farm (difficult), just words in English they know (easier),
or provide them with a list of farm words which they have to place in the correct group (the most controlled version).
• With the very young learners content yourself with singing the song with them. Give groups different animal sounds to do.

45. Art work - Farm scene
• Draw an empty farm scene and photocopy it.
• The children can stick or draw small flashcards of animals onto
their farm scene. You tell them where the animals go, they
listen and stick.
• You can use this activity to practise recognition of prepositions
of place such as next to, behind, in front o

46. Conclusion