This document outlines approaches for teaching writing to EFL students and provides a model 13-step lesson. It discusses two main approaches: product writing, which focuses on analyzing and imitating model texts, and process writing, which emphasizes classroom activities and drafting. The model lesson incorporates elements of both by beginning with activating prior knowledge through a lead-in activity, providing a model text for analysis, guiding students through brainstorming and writing their own drafts with peer feedback, and concluding with error correction.

1. Teaching Writing to EFL
Students
Writing Subskills- Approaches to Teaching Writing-
Mix of Both Approaches- Mini Model Lesson

2. Writing Subskills
• Literacy of a foreign language
(Learning how to write letters
and words)
• Use of standard grammar to
express a particular meaning.(
Tenses-Conditionals etc.)
• Paraphrasing (use of synonyms,
antonyms, and other literary
devices)
• Use of cohesive devices.
(Pronouns-demonstratives-
conjunctions etc.)
• Paragraphing
• Use of writing strategies such as
planning-writing topic sentences-
developing ideas-drafting-
redrafting-peer correction-
proofreading)
• Writing fluency (the ability to
write at an efficient speed

3. Approaches to Teaching Writing
Product Writing (Text-based)
• Traditional approach
• Model text is provided for analysis
and imitation.
• Key features of the text are
highlighted.
• Organization of ideas is important.
• Emphasis is on the product.
Process Approach (Task-based)
• Focus is on a variety of classroom activities.
(Writing as a process)
• Brainstorming ideas by students as a starting
point of the lesson
• Students analyze the quality and usefulness of
ideas before writing.
• Drafting in pairs or small groups
• Students exchange drafts and write their
feedback.
• Drafts are returned and improvements are
made based on peer feedback.
• A final draft is written.
• Students once again exchange and read each
other's work and perhaps even write a
response or reply.

4. Teaching writing
(Mix of both approaches)

5. Stages of a Writing Lesson
1- Lead-in
•set up a context through visual, short story, short
listening etc.)
Why?
•To activate prior knowledge (Schemata) of the topic
•To generate interest in the theme of the model

6. 2- Pre-teach blocking vocabulary
•Use visuals, realia or other presentation means,
or teach via guided discovery.

7. 3- Give a prediction task
Ask students to predict the topic from a
picture and the writer’s opinion or the
ending of a story etc.

8. 4- Provide a model text of a
similar topic as a reading task.
• Give instructions that students will read faster and answer 2 or 3 gist
questions.
• Check your instructions using Yes/No questions if possible.
• Give your reading worksheets with skimming questions.
• Stress the short time of the task.
4- Model

9. 5- Skimming
5- Students do a skimming task
(Make sure you spend short time on this
task because it is not your lesson
objective)

10. 6- Scanning
6- Set a scanning task with a few questions.
Remember, the purpose of the reading is to
further develop an interest in the topic and
provide a reading source for students to fall back
on before and while writing)

11. 7- Brainstorming of Ideas
7- Ask students – in pairs or small groups- to think of
ideas and write them down as notes then in sentences.
• You might need to model a sentence on the board.
• Each pair should discuss their ideas and write them
down in sentences.

12. 8- Brainstorming Feedback
8- Provide a feedback session to check
pairs’ ideas and write them on the board
for clarification, or ask students to write
them on pieces of paper.

13. 9- Useful Language
9- Provide important useful phrases
and linkers to help students start
sentences and link them appropriately.

14. 10- Writing Task
10- Set the writing task of your topic and tell students not to write their
names on their sheets of paper.
• Monitor students’ work and provide help with vocabulary and
grammar if needed.
• Try to stress independence and use of dictionaries as well as other
possible aids.
• Give student extra time on this task because it is your main lesson
objective
• Stress the importance of register if needed (Formal/informal/Neutral
language)

15. 11- Peer Check (Task not grammar)
11- Ask students to stick their writings on the walls, or exchange them,
and then check the topics they like.
• this task should be short.
• Students read the topics fast and check or not.
• This activity appeals to kinesthetic and visual students, develops
reading for gist and provides the teacher with the time to note
common mistakes and write them on the board.

16. 12- Task Feedback
12- Ask the more fluent students to talk about their topics and invite
whole class discussion.
• This discussion makes students feel appreciated for their writing,
which helps them realize that their writings have a purpose and
audience.
• It also develops students’ fluency , particularly when they had
developed a background about their written topics.
• It provides a variety of activities to a writing lesson.

17. 13- Error Correction
13- elicit correction of common mistakes
on the board.
•If you see a lot of mistakes, you can
design a grammar or vocabulary lesson
in later classes.

18. Summary of Stages (60-minute Lesson)
• 1- Pre-reading of a model text (Lead-in) 3-5 mins
• 3- Skimming Task (Instructions- Check- Task-Feedback) 3-5 mins
• 4- Scanning (Instructions- Check- Task-Feedback) 5-7 mins
• 5- Brainstorming Ideas Feedback 5-7 mins
• 6- Useful Language (Presentation) 3- 5 mins
• 7- Writing Task (Instructions- Check- Task) 10-15 mins
• 8- Task Peer-check 5-6 mins
• 9- Task Feedback 4-5 mins
• 10- Cold Correction 4-5 mins
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