This document discusses using Web 2.0 tools to promote student writing. It begins by outlining the workshop agenda and reviewing basic writing concepts. Common student writing challenges are identified, such as issues with grammar, spelling, and expressing ideas coherently. The document then explores sample Web 2.0 tools that could help address these challenges. It concludes by recommending teachers reconsider their practices to incorporate relevant digital tools and resources into writing instruction.

1. Using Web 2.0 Tools to
Promote Students’ Writing
IST Workshop,
Agadir, February 19th, 2013.
Abdellatif Zoubair.
Email: abdellatif.zoubair@gmail.com
Web: www.zoubaireltcommunity.ac.ma
Feb. 1

2. Outline
1. Update on recent events and projects
2. Reminder of basic notions relating to writing
3. Recap of main approaches to teaching writing
4. Identifying main problems students have with
writing
5. Introducing sample Web 2 tools
6. Coming up with practical recommendations
Feb. 2

3. Update on programs, projects and recent
events
1. IST workshop programme
2. AFL / TLCs
3. Access program
4. SIGs
5. Poster session
6. MATE news, www.mate.ma
7. MoRCE-Net news, www.morce.net
8. Resource centers/ English clubs
9. School events
10. Teachers’ promotion
11. Website, www.zoubaireltcommunity.ac.ma
12. . . . . . Feb. 3

4. I. Food for thought
A. Complete the quotations:
1. "If you do what you've always _ _ _ _ , you'll get
what you've always _ _ _. "
2. "You can't do . . . . . 's job with yesterday's . . . . . .“
3. "Writing is not just about checking grammar and
_ _ _ _ _ _ _ _. It is about the expression of _ _ _ _ _ in
a _ _ _ _ _ _ _ _ form."
4. "What is written _ _ _ _ _ _ _ effort is read without
_ _ _ _ _ _ _ _." S. Johnson
Feb. 4

5. 5. "The most _ _ _ _ _ _ _ _ _ learning of writing skills
seems to take place when students are writing messages
for _ _ _ _ audiences." (Harmer 2, 39)
6. "Most people feel _ _ _ _ _ in their work and want it
to be _ _ _ _." (Ur, 1996 in Harmer, 2004)
7. "Judging(. . .)student work written over a_ _ _ _ _ _of
time is (. . .) _ _ _ _ _ _ than 'sudden _ _ _ _ _' final
tests." (Harmer, 2004)
Feb. 5

6. 1. "If you do what you've always DONE, you'll get what
you've always GOT."
2. "You can't do TODAY’S’s job with yesterday's
TOOLS".
3. "Writing is not just about checking grammar and
SPELLING. It is about the expression of IDEAS in a
COHERENT form“.
4. "What is written WITHOUT effort is read without
PLEASURE." S. Johnson
Feb. 6

7. 5. "The most EFFECTIVE learning of writing skills
seems to take place when students are writing messages
for REAL audiences." (Harmer 2, 39)
6. "Most people feel PRIDE in their work and want it to
be READ." (Ur, 1996 in Harmer, 2004)
7. "Judging(. . .)student work written over a PERIOD
of time is (. . .) FAIRER than 'sudden DEATH' final
tests." (Harmer, 2004)
Feb. 7

8. B. Reflect on the following:
What are the implications of the ideas above
on the teaching and learning of writing?
Feb. 8

9. II. More brainstorming:
1. Why do we write?
2. Is writing useful / important?
3. How does writing differ from the other 
skills, namely speaking?
4. What sub-skills are involved in writing?
5. Does writing take the same formats? 
6. What about the teacher's role(s)? 
Feb. 9

10. III. What approaches to writing
do the activities below represent?
1. Students are encouraged to get engaged in
imaginative tasks such as poetry, short stories or drama.
2. Students plan, draft then edit their writing before they
submit the final version.
3. Students work in groups during the whole writing
process.
4. The teacher assigns a topic / writing tasks. Students
submit their final productions in due time.
Feb. 10

11. 1. Creative writing
2. Process writing
3. Cooperative writing
4. Product writing
Feb. 11

12. IV. Problems/difficulties students
have with writing:
-
-
-
-...
Feb. 12

13. V. Which Web 2.0 tools would
you like to try? Justify.
-
-
-
-...
Feb. 13

14. VI. Reflect on how you will
reconsider your teaching
practises with regard to writing
Feb. 14

15. ¤Bibliography :
-Harmer, J. (2007). How to Teach Writing.
Essex: Pearson Longman.
-Harmer, J. (2001). The Practice of English
Language Teaching. London: Pearson Education
Limited.
-Richards, Jack C. & Scmidt, R. 2010.
Dictionary of Language Teaching and Applied
Linguistics. Longman.
-Westwood, P. 2008. What Teachers Need to
Know about Reading and Writing Difficulties.
Victoria, Australia: ACER Press.
Feb. 15

16. ¤Webliography
 http://cooltoolsforschools.wikispaces.com/Writ
ing+Tools (Huge list of tools to help both
students and teachers with writing)
 http://edte.ch/blog/2008/12/12/10-digital-
writing-opportunities-you-probably-know-and-
10-you-probably-dont/
 http://www.squidoo.com/essaywritingtools
 http://www.fas.harvard.edu/~wricntr/resources
.html
 http://mashable.com/2008/12/13/writers-
Feb. 16
toolbox/

17. Thank you for your attention!
Feb. 17