Writing Module PPG

TSL 3073 TEACHING WRITING SKILLS IN THE PRIMARY ESL CLASSROOM
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1.0 SYNOPSIS
Topic 1 introduces you to the key concepts and issues related to the nature and purpose of writing.
It also provides you with information on the different types of writing as well as the background
knowledge (prerequisites) a writer needs to have before embarking on his/her own writing.
1.1 LEARNING OUTCOMES
By the end of Topic 1, you will be able to:
 define the term writing
 describe the purpose of writing
 identify the five main types of writing genre
 list the prerequisites to writing
1.2 FRAMEWORK
1.3 What is Writing?
Writing is a system of letters (for example “a, b, c, ….z”) used in interpersonal
communication. Most times, writing is done on flat surfaces such as paper, cloth or stone
slabs.
TOPIC 1 : NATURE AND PURPOSE OF WRITING
Nature and Purpose of Writing
Definition of
writing
Purposes of
writing
Types of
writing
Prerequisites
to writing

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Writings communicate to us news and information which are vital at all levels of
lives. Such communication comes in various forms such as newspapers, advertisments,
bills, notices or letters.
Writing is usually learned through systematic instruction, example in schools or a child is
taught to write by his/her parent.
1.4 Why do we write?
1.4.1 We write for a variety of reasons, among which are the following:
 to get things done
 to inform
 to persuade
 to maintain relationships
 to document occurences, events, etc.
 to record feelings, experiences, observations, etc.
1.4.2 Britton, a University of London researcher, with Burgess, Martin, McLeod, and Rosen,
in their book The Development of Writing Abilities (11-18) have listed down the
following purposes in relation to writing:
 as a form of self-expression in which the writer expresses his/her opinion, views
or personal thoughts (examples: reader’s opinion column in the newspaper,
messages or personal blogs in the internet). The style is usually informal and
less strucutred.
 as a transaction in which the writer wishes to disseminate information
which will bring about certain behaviour changes or understanding among the
readers (examples: health-related brochures, tourist guide book, reports,
business letters). The style is formal, structured and bound by writing
conventions/formats.
 to enhance one’s creative and aesthetic appreciation of writing in order to derive
and give pleasure and enjoyment (examples: writing poems, short stories,
novels, jokes, riddles). The style is less formal and less structured.
1.5 Five main types of writing
There are five main types of writing.

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1.5.1 Narrative Writing
This type of writing comprises of a sequence of events together with characters
and setting (examples: a story, autobiography)
Example :. As I was observing myself in the mirror, I suddenly noticed in the reflection the
door knob of my room door turning slowly.
1.5.2 Descriptive Writing
This type of writing comprises of detailed accounts of physical attributes or qualities of a
person, an object or a place. These descriptions evoke the reader’s sense of sight, hearing,
smell, touch and taste which enable the reader to form a vivid picture of what’s being
described.
Example : My late grandfather, a tall, handsome Malay gentleman, was a most
dedicated clerk who worked in the British education office in Malaya before
the Japanese Occupation ...
1.5.3 Expository Writing
This type of writing comprises of facts, information and explanation of concepts, issues or
topics related to scientific or general knowledge. Expository pieces of writing are impartial,
which means the writer does not include his/her interpretations or opinions (examples: the
solar system, cooperative learning)
Example : Gua Tempurung is a cave in Gopeng, Perak, Malaysia. It is popular among
spelunkers, or caving enthusiasts. More than 3 km long, it is one of the
longest caves in Peninsula Malaysia. Part of it has been developed as a show
cave with electric lighting and walkways and there are a range of tours of
different lengths and difficulty. A fine river cave, the river passage runs about
1.6 km through the hill. There are three very large chambers and some
spectacular stalactites and stalagmites.
Source : http://en.wikipedia.org/wiki/Gua_Tempurung
1.5.4 Persuasive Writing
This type of writing comprises of the writer’s views or statements which intend to convince
the reader to agree/accept the writer’s point of view. Such writings also include facts and
information which promote or support the writer’s stance. We can find examples of such
writings in advertisments and political articles.

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Example : The first reason why people shouldn’t watch too much television is because
the content of many TV programmes is not educational. Nowadays, we can
see movies, series, and shows that present scenes of violence, sex, and
drugs .
1.5.5 Argumentative Writing
This type of writing takes the style of a debate in which the writer first takes a stance and
presents supporting facts/points/evidence. At the same time, the discussion also includes
objections/criticisms of the opposing stance.
Example: The suggestion to allow students to bring handphones to school has sparked
off a heated debate between parents and administrators. Teachers oppose
this suggestion as they opined that handphones can be used as an
examination cheating tool apart from being a major distraction during the
teaching-learning process. On the other hand, parents welcome this
suggestion as they view that times have changed and bringing handphones to
school is a way for them to keep in touch with their children, especially in case
of emergencies.
Source : http://thestar.com.my/education/
1.6 Prerequisites to writing
Before a writer begins to write, there are certain prior information or background knowledge
he/she would need to have. Among these are :
1.6.1 Subject matter
The writer needs to have relevant information about the topic or subject matter he/she
wishes to write on. Such prior knowledge can be gathered from reference books, journals,
discussions with experts, observations or personal experiences.
1.6.2 Purpose
The writer’s purpose will affect the way he/she writes. For example, does the writer wish to
persuade the reader to purchase the latest model of a particular car or does the writer wish
to inform the reader about atrial fibrillation (a heart abnormality)?
1.6.3 Interaction and a sense of audience

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The writer needs to establish his/her audience. The following questions serve as a guideline:
 Who is the target audience?
Are they children, teenagers, young adults, professionals in the same field,
women, hobbyists, general readers?
 What is the knowledge level of the target audience?
Are they beginners, intermediary or advanced level readers?
 How to attract the audience’s interest?
Should the layout include pictures, charts, diagrams or just printed words?
Perhaps have a catchy (interesting) title.
1.6.4 Language
It is important that a writer needs a repertoire of language skills to enable him/her to write
effectively. These skills include a range of sentence patterns, words, stylistic variants ,
knowledge of idiomatic expressions and phrases. Overall, the writer needs a strong
understanding of text as a written discourse where the those skills are inter-related to
produce a coherent piece of writing.
Tutorial Task
Source for information related to “What a writer needs to know” (prerequisites to writing).
Compile your information into the following categories:
• Conventions
• Thinking Skills
• Organisational Skills
• Value Systems
• Mechanics
• The Writing Process

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References
Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar Bakti
Britton, J., Burgess, A., Martin, N., McLeod A., & Rosen, R. (1975). The
development of writing abilities, 11-18. London: Macmillan Education.
2.0 SYNOPSIS
Topic 2 introduces you to the developmental stages of writing which are writing readiness, early
writing and developmental writing. Each stage provides you with explanations, examples and
basic principles of teaching.
 develop understanding of writing readiness
 develop understanding of early writing
 understand the stages of developmental writing
2.2 FRAMEWORK
TOPIC 2 : DEVELOPMENTAL STAGES OF WRITING
Developmental Stages of Writing

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2.3 Writing Readiness
Writing readiness refers to a stage in a child’s early life where he displays signs of wanting
to put his thoughts or ideas into visual forms. These visual forms may initially look like
doodles,squiggles, crooked lines or even drawings of stick figures. All these are
representations of a child’s:
 knowledge
a realisation that he can put his thoughts into words which greatly increases his
growing knowledge of the world around him
 interest
beginning to discover the interesting fact that writing is another form of
communication
 visual readiness
beginning to recognise shapes and numbers as well as distinguish letters in the
alphabet
 visual memory
beginning to recognise one or two syllable words (cat, rabbit)
 motor and coordination skills
- beginning to display a dominat writing hand (eg: being left or right-handed)
- motor coordination of the hand, wrist, elbow and shoulder when writing
- displaying eye and hand coordination skills.
Writing
readiness
Early
writing
Developmental
writing

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Source : http://voices.yahoo.com/writing-readiness-getting-preschooler-ready-for-
5754960.html
2.3.1 Penmanship
Penmanship is the technique of writing with the hand using a writing instrument
(pencil, pen, crayon, brush). It is crucial that children are taught the skills of
penmanship despite the fact, that computer-printed documents have greatly reduced
the need for handwitten work.
Source : http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-
penmanship-by-todays/
Many preschool activities that just seem like fun are actually building fine
motor skills and eye/hand coordination. Here are 10 examples of activities:
* Working with
Puzzles
* Buliding with blocks * Pouring water into cups
*Stringing beads * Finger painting * Bouncing and catching
balls
* Cutting with
scissors
* Drawing * Matching shapes
*Threading “sewing “
cards
New technology has definitely replaced the need for as much
handwritten work, so handwritting has suffered. However, there
will always be a need for a certain amount of handwritten work,
such as writing essays during examinations , filling in forms or
taking notes. Hence, it’s critical to develop good penship.
Kim Alexander, District Education Superintendent
Letter formation often is the root of students’ handwritting
problems. They start at the wrong place. For example, when
you write an ‘e’ you should start at the middle instead of at the
bottom. You start at the middle then go up, around and down.
If you have correct letter formation, your writing is more
efficient; you’re quicker. There’s a reason you write your letters

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Source : http://www.reporternews.com/news/2012/dec/08/write-or-wrong-relevancy-of-
penmanship-by-todays/
Techniques of good handwriting include:
 space between letters, words, paragraphs
 alignment
 proportion, size, height of letters (upper case, lower case letters)
 direction of pen movements
2.4 Early Writing
During this stage of writing, a child begins to develop basic understanding of the mechanics
of writing.
2.4.1 Sentence construction and paragraph writing
An integral part of writing is the ability to construct sentences and paragraphs. It is
important for a teacher or parent to teach a child to write using systematic methods
and various activities.
Effective writing requires a sound understanding of the mechanics of good
writing. A useful analogy in thinking about the mechanics of writing is that of
driving a car. Important information includes
 the various components of the car (parts of speech in writing)
 how these components function together (the rules of
grammar)
 what is needed to keep the car moving along, stopping and
starting in the right places, and pausing whenever it is
necessary (punctuation)
Read more at : http://writingworkshop.edtec.unsw.edu.au/mech.html

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The main principles in teaching children to write are :
• provide meaningful context for wriitng
- create opportunites for chidlren to write, examples birthday card
to daddy, thank you card to grandma, writing shopping lists,
copying food labels
 give children insights into writing
- create an awareness and develop a deeper understanding of the various
forms and functions of writing
• develop children’s curiosity and thinking skills
- enourage the desire to put their thoughts into writing for example,
a child writes a simple poem expressing his sadness that the local
council has cut down his favourite tree in the park
- create in them the curiosity to know the consequences of their
writing for example the above child’s poem gets published in the
local press resulting in an explanation by the council that the tree
was old and termite-infested , therefore it was cut down.
Subsequently a new tree was planted to replace the old tree.
• read to children
- reading aloud and participatory reading of stories provide rich
resources for children to develop ideas to write as well as
increasing their vocabulary range. Adults (teachers, parents, grandparents)
need to set aside time and take the effort to read to children.
Teaching children to write sentences can be difficult because of the
abstract concept of the two parts of a sentence – the subject and
predicate. Children mistakenly use sentence fragments in their writing
because that is how people commonly speak. Modeling proper
sentence structure and activities that help students understand
necessary parts of a sentence will teach children to write them
correctly.
Read more : Teaching Children to Write Sentences
http://www.ehow.com/info_8299374_teaching-children-write-
sentences.html

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2.5 Developmental Writing
During this stage of writing, a child progresses into a deeper understanding of the
mechanics of writing which includes the following:
 spelling
 grammar
 text organisation and cohesion
2.5.1 Spelling
When teaching spelling, the teacher should focus on :
Sentence or not a sentence?
One of the first things I try to teach my students is to recognise
sentences. They learn that sentences express a complete idea.
Here are some exercises that will help them recognise
sentences….
 Have each student make two cards (one will say
SENTENCE and the other will say NOT A SENTENCE).
The teacher then reads phrases aloud. If it’s a sentence,
the children must raise the correct card. If it’s not a
sentence, they must raise the other card.
Read more : Sentences: Activities and Lessons
http://www.busyteacherscafe.com/literacy/sentences.html

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 teaching the relationship between the most common phonemes (sounds) of
English & graphemes (letters)
 teaching the most common words.
 developing visual memory for shapes of words.
 developing relevant dictionary skills.
 helping pupils devise ways of helping themselves to remember common but
some trouble words.
When it comes to teaching children to spell, there is no magical method but a practical
approach is to integrate spelling in listening, speaking, reading & writing.
2.5.2 Grammar
It is essential that children are taught grammar rules to enable them to be better
writers. Teachers can refer to a range of resources for ideas to teach grammar
meaningfully and enjoyable.
The Do's and Don'ts of Spelling
First of all, please note that very little research is available
regarding the teaching and acquisition of spelling skills.
However, evidence of good practice is. Many teachers have
developed the tried and true strategies to help their students
become better spellers. Here is what they say and do: …….
Read more http://specialed.about.com/od/literacy/a/spell.htm
Teaching children English grammar can be a daunting task for two main
reasons. First, there are so many nuances of the langauge for children
to learn. Second, learning all these rules can be boring. However,
teaching English grammar can be done in an engaging way.
Here are some ideas:
1. Expose your students to the proper use of English grammar.
Children will internally develop grammar rules on their own through
exposure to the language. It’s your responsibility as the teacher to
provide this exposure. This means always modelling proper
grammar in your speech and writing. If you don’t want your
students to make errors in subject-verb agreement, don’t make
these errors yourself. Also, get your students reading as much as
possible. Good writers do a lot of reading.

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2.5.3 Dictation as a Writing Exercise
Dictation is a time-proven technique in writing practice. It may seem conventional or
even outdated in this age of information technology but this technique is beneficial in
many ways.
Frodesen writes that dictation can be an “effective way to address
grammatical errors in writing that may be the result of erroneous
perception of English…..Dictation can help students to diagnose and
correct these kinds of errors as well as others.” (1991). Our students’
inability to produce grammatically correct sentences is familiar to every
teacher, and since our students hear or see little English outside the
classroom,….. giving dictation exercises could be looked upon as one
way of redressing this.
Read more: The Many Benefits of Dictation Exercises
http://whatsnewintheworld.blogspot.com/2008/06/many-benefits-of-
dictation-exercises.html

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2.5.4 Text structure and organisation
The term “text structure” refers to how information is organised in a text or passage.
Information is organised according to certain patterns/format. Writers (as well as
readers) need to know the various patterns/format to enable them to write accordingly.
Here are seven common text structures:
 cause and effect
 choronological
 compare and contrast
 order of importance
 problem and solution
 sequence/process writing
 spatial/descriptive writing
Teachers should focus on a variety of activities/exercises to build sentences and
form paragraphs of the different text structures.
TUTORIAL
1. Cause and Effect : The resuls of something are explained.
Example : The dodo bird used to roam in large flocks across America.
Interestingly, the dod wasn’t startled by gun shots. Because of this,
fronriersmen would kill entire flocks in one sitting. Unable to sustain
these attacks, the dodo was hunted to extinction.
2. Chronological : information in the passage is organised in order of
time
Example : Jack and Jill ran up the hill to fetch a pail of water. Jack fell
down and broke his crown and Jill came tumbling after.
Read more at: http://www.ereadingworksheets.com/text-structure/

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1. Collect a sample of a child’s handwritten work. Study the handwriting and
identify the problems. Discuss appropriate techniques to help overcome those
problems.
2. Identify suitable activities to develop sentence construction and paragraph
writing skills among primary-level pupils.
References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar Bakti.
3.0 SYNOPSIS
Topic 3 introduces you to several techniques of teaching writing. Be aware that there are no
“correct” or “best” way of teaching writing. Your choice of technique depends on a combination of
factors such as learners’ cognitive/proficiency levels, classroom environment or learning outcomes.
We encourage you to try out the techniques suggested in this topic and of course, adapt if the
need arises.
 select appropriate teaching techniques
 design suitable writing activities
3.2 FRAMEWORK
TOPIC 3 (Part I) : APPROACHES TO TEACHING WRITING
Approaches to Teaching Writing

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3.3 Product Approach to Teaching Writing
This is a traditional, behaviorist approach in which learners imitates or copies the
writing models supplied by the teacher. A model for such an approach is given below:
Product
Approach
Process
Approach
Genre
Approach
Stage 1
Model texts are read, and then features of the genre are highlighted.
For example, if studying a formal letter, students' attention may be
drawn to the importance of paragraphing and the language used to
make formal requests. If studying a story, the focus may be on the
techniques used to make the story interesting, and students focus on
where and how the writer employs these techniques.
Stage 2
This consists of controlled practice of the highlighted features, usually
in isolation. So if students are studying a formal letter, they may be
asked to practise the language used to make formal requests,
practising the 'I would be grateful if you would…' structure.
Stage 3
Organisation of ideas. This stage is very important. Those who favour
this approach believe that the organisation of ideas is more important
than the ideas themselves and as important as the control of
language.
Stage 4
The end result of the learning process. Students choose from a
choice of comparable writing tasks. Individually, they use the skills,
structures and vocabulary they have been taught to produce the
product; to show what they can do as fluent and competent users of
the language.

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Source: http://www.teachingenglish.org.uk/articles/product-process-writing-a-comparison
3.4 Process Approach to Teaching Writing
This approach looks at writing as a process “in which students are given time to think about
and discuss their ideas on a specific topic, write a draft or framework of what they want to
say, discuss this again and then to write a detailed account.” (Kilfoil and der Walt, 1997:252)
The four common stages to this approach are:
 Prewriting: selecting a topic and planning what to say
 Writing: putting a draft version on paper
 Revising: making changes to improve the writing
 Evaluation: assessing the written work
Stage 1 (Pre writing)
Generating ideas by brainstorming
and discussion. Students could be
discussing qualities needed to do a
certain job, or giving reasons as to
why people take drugs or gamble.
The teacher remains in the
background during this phase, only
providing language support if
required, so as not to inhibit students
in the production of ideas.
Students organise ideas into a mind
map, spidergram, or linear form. This
stage helps to make the
(hierarchical) relationship of ideas
more immediately obvious, which
helps students with the structure of
their texts.
Stage 2 (Writing)
Students write the first draft. This is
done in class in pairs (buddy support
approach) or in groups
Drafts are exchanged, so that
students become the readers of each
other's work. By responding as
readers, students develop an
awareness of the fact that a writer is
producing something to be read by
someone else, and thus can improve
their own drafts.
Stage 3 (Revising)
Drafts are returned and
improvements are made based upon
peer feedback
Stage 4 (Evaluaton)
Final version of the work is ready.
Students once again exchange and
read each other's work and perhaps
even write a response or reply.
Teacher evaluates students’ work.
3.5 Differences between Product Approach and Process Approach

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Product Approach Process Approach
 imitate model text  text as a resource for comparison
 organisation of ideas more
important than ideas
 ideas as starting point
 one draft  more than one draft
 controlled practice of focus
language structures / features
 more global; focus on purpose,
theme, text type
 individual  collaborative
 emphasis on end product  emphasis on creative process
3.6 Genre Approach to Teaching Writing
In a genre approach to writing, learners study texts in the genre they are going to be writing.
For example if the focus genre is a formal letter, then learners are given samples of formal
letters to look at and analyse the key features. When this is done, they begin their own
writing.
Badger and White (2000:155) have noted that there are strong similarities between the
product approach and the genre approach, in which the genre approach is seen as an
extension of the former. The difference, however, between the two approaches is the
emphasis on social context in genre approach.
Like product approaches, genre approaches regard writing as
predominantly linguistic but, unlike product approaches, they
emphasize that writing varies with the social context in which it
is produced. So, we have a range of kinds of writing—such as
sales letters, research articles, letters of apology, recipes, and
reports—linked with different situations.
Read more: A process genre approach to teaching writing
http://newresearch.wikispaces.com/file/view/genre+process+a
pproach.pdf

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3.7 Strengths and Weaknesses
Let us examine the strengths and weakness of each approach.
3.7.1 Strengths
Product Approach Process Approach Genre Approach
 the need for
learners to be
given linguistic
knowledge about
texts (grammar,
sentence
structures,
punctuation)
 emphasis on the skills
in writing
(brainstorming,
drafting, review, editing)
 writing takes
place in a social
situation, and
is a reflection
of a particular
purpose
 imitation is one
way in which
people learn.
 learners background
knowledge and
experiences contribute to
the development of writing
ability
 active participation of
learners in the process
 learning can
happen
consciously
through
imitation and
analysis
Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
3.7.2 Weaknesses
Product Approach Process Approach Genre Approach
 process skills of
writing, such as
planning a text
are less
emphasized
 does not provide
learners with adequate
linguistic knowledge to
write successfully
 does not provide
learners with
adequate linguistic
knowledge to write
successfully
 learners’
knowledge and
 focus on writing as
mere process with the
 learners are largely
passive

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experiences are
undervalued;
passive learners
same set of steps to
follow through,
insufficient importance
to the kind of texts
writer’s produce and
why such texts are
produced.
Source : http://newresearch.wikispaces.com/file/view/genre+process+approach.pdf
3.8 Which approach to use?
According to Badger and White (2000), adapting the three approaches will give
the teacher an electic approach to teaching writing.
The approach that you decide to use will depend on you, the teacher, and
on the students, and the genre of the text. Certain genres lend themselves
more favourably to one approach than the other. Formal letters, for
example, or postcards, in which the features are very fixed, would be
perhaps more suited to a product-driven approach, in which focus on the
layout, style, organisation and grammar could greatly help students in
dealing with this type of writing task.
Other genres, such as discursive essays and narrative, may lend
themselves to process-driven approaches, which focus on students' ideas.
Discursive activities are suited to brainstorming and discussing ideas in
groups, and the collaborative writing and exchanging of texts help the
students to direct their writing to their reader, therefore making a more
successful text.
An effective methodology for writing needs to incorporate the insights
of product, process, and genre approaches. One way of doing this is
to start with one approach and adapt it.
For example, one problem in the process approach is the lack of
input. White and Arndt (1991) suggest techniques
such as group work, where input is provided by other learners, and
conferencing, where input is provided on a one-to-one basis by the
teacher.
Also, some process writing material makes use of sample texts,
usually after the learners have produced a first draft (see for example
White 1987). Adapting an approach has led to important
developments in the writing classroom.
Read more: A process genre approach to teaching writing
http://newresearch.wikispaces.com/file/view/genre+process+approac
h.pdf

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3.9 Other considerations
Apart from selecting or adapting from the three approaches, there are other issues to
consider.
3.9.1 The importance of feedback
Teachers should provide quick respond to learners’ writings as such feedback will
sustain the learners’ motivation and interest to continue to write.
Writing is a complex process and learners could become easily frustrated if feedback
is delayed or not provided. Furthermore, if learners are required to rework on their
drafts without adequate feedback, they could react negatively to such endeavours.
Source : http://www.teachingenglish.org.uk/articles/approaches-process-writing
3.9.2 Writing as communication
Learners must be made to understand that writing is not merely to test their
language skills but it is a form of communicating their thoughts, ideas, feelings and
experiences.
Writing tasks should be designed to provide learners the real-life experiences of
communicating with an audience. Activities such as producing a class
magazine/bulletin, exchaging emails/letters with friends, blog writings should be
made a part of the classroom writing experience.
Tutorial Task
It takes a lot of time and effort to write, and so it is only
fair that student writing is responded to suitably. Positive
comments can help build student confidence and create
good feeling for the next writing class.

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1. Discuss with your coursemates the approaches you use to teach
writing in your ESL primary classroom.
2. Design a writing project which incorporates the three approaches.
References
Badger, R. & G. White. 2000. A process genre approach to teaching writing. ELT
Journal, 54(2): 153-160.
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar Bakti
Kilfoil & der Walt (1997) Outcomes-based education in the English Second Language classroom
in South Africa. Retrieved from http://www.highbeam.com/doc/1G1-172525569.html
3.10 SYNOPSIS
Topic 3 introduces you to several techniques of teaching writing. We encourage you to try out
these techniques in your own classrooms.
 select appropriate teaching techniques
 design suitable writing activities
3.12 FRAMEWORK
TOPIC 3 (Part II) : TECHNIQUES FOR TEACHING WRITING SKILLS
Techniques in Teaching
WritingSkills
Techniques
using :
- pictures
- readings

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3.13 Four Common Techniques
ESL learners should be taught to write for a variety of reasons, which includes recording
personal experiences, expressing ideas without the pressure of face-to-face communication
and exploring a particular subject matter.
Here are five common techniques to teach learners to write:
 Techniques in using pictures
 Techniques in using readings
 Techniques in using all language skills
 Techniques in using controlled writing
3.14 Techniques in Using Pictures
 Generating whole class discussion that leads to writing, based on a varieties of pictures
such as posters, textbook pictures, magazine pictures, brochures, advertisement, simple
pictures drawn on board , duplicated pictures etc
 Divide the class into two groups and supply each group with different pictures. Set some
communicative tasks so that learners are able to convey information to others.
 Provide a picture to each group of learners so that only one member has the picture.
This learner needs to convey what is in the picture with the help of questions posed by
other members in the group
 Learners bring their own pictures – favourite advertisement, family photograph, own
drawing etc. Bringing such items help learners develop personal attachment to their
pictures and they will find the writing tasks more meaningful, especially when answering
questions from their peers. Real communication can be developed
 Go beyond the picture to enable learners to make inferences, predictions and
suppositions about the world beyond the pictures.For example they could be asked to
Techniques in
teaching:
- practical
writing
- organisation

24
visualise what happened before and after, what caused the situation to occur and what
the result will be.
 One picture many techniques
fancyhomedesign.com
3.14.1 Description
Get the class to provide words to label the picture. Then they write down other
words and phrases on strips of paper to describe the room, e,g, next to, on the right,
in front of etc., and paste them on the board. Next, teacher takes away the picture
and the strips. Learners write descriptions of the picture based on memory and
exchange with their friends
3.14.2 Description, comparison and contrast
Each group of learners is given a different picture of room layout. Members of each
group then discuss and write a description of the room. Then each group takes turn
to read their description while other groups( who are given picture of empty room,
draw (or paste) furniture in their room. Then this is followed by discussion of the
diferent positions of furniture.
3.14.3 Paragraph assembly
Learners are given strips of sentences containing a description of the room. In
groups, pupils discuss the possible arrangement of the sentences to form a complete
and coherent paragraph.

25
3.14.4 Sentence combining
Each learner is given a strip of paper containing a sentence which can be combined
using sentence connectors. Learners go around finding their ‘other half’. At higher
level, learners can be asked to write a simple sentence and combine it with their
partner.
Ali’s room is small. Ali’s room is tidy.
Ali’s room is small but tidy.
Learners can then proceed to paragraph writing by combining the sentences written
by group members.
3.14.5 Paragraph completion
Prepare a paragraph describing about the picture and paste it on the board but
omit the ending.
In groups, learners discuss how to end the paragraph. They write their endings on a
strip of paper. Then all the groups paste their strips and teacher compares the
sentences.
3.14.6 Controlled composition
Ask learners to pretend to be Ali. Learners rewrite the paragraph using the past
tense:
My bedroom was small but tidy.
3.14.7 Guided composition
Learners discuss in groups what they would write in a paragraph beginning with:
Ali’s bedroom is bright and colourful.
or
Ali’s bedroom is dull and drab.
3.14.8 Role play
Teacher prepares role play cards of two persons talking about Ali’s room.
Learners ,in groups will note down important details from the cards.
Then based on the information, learners discuss and write a paragraph.

26
3.14.9 Beyond the room
Learners are given a picture of an empty room and pictures of furniture. Learners
create their own arrangement of the furniture . They discuss and write a paragraph
describing the new room.
Each group displays their plan of the room with a brief written description. Each
group’s picture when pieced together will form a complete house plan.
3.15 Techniques in Using Readings
3.15.1 Copying
- Copying answers on b/board after a discussion
- Copy a good piece of writing
- Copy down one sentence they like best in a story read
- Copy new words and sentences into their notebook
3.15.2 Examine cohesive links
- Learners read passage and underline adjectives/ connectors etc
- Learners replace the words in the text with synonyms
- Learners copy a passage but leave some blanks and pass to their friends to be
completed
- Teacher provides a short passage with some blanks
3.15.3 Examine punctuation and grammar
- Learners read passage and underline the purposes of punctuation
- Learners underline specific structures or grammatical item
3.15.4 Examine sentence arrangement
- Learners are given 3 sentences and they arrange them in order of sense, and
provide reasons
- Provide learners with 2 sentences but there is a gap between the sentences.
Learners try to write a sentence that connects the two sentences
3.15.5 Completion
- learners are to complete the ending of a paragraph/story

27
- learners are given a passage where all the verbs have been deleted. Learners
complete the passage with appropriate verbs.
3.16 Techniques in Using All Language Skills
 Brainstorming
 Guided discussion
 Interviews
 Skits / hot seat
 Dictation
 Note taking
 Story telling
3.17 Techniques in Using Controlled Writing
 Controlled composition
 Questions and answers
 Guided composition
 Sentence combining
 Parallel writing
3.18 Techniques in Teaching Practical Writing
 Fill in forms
 Letters
 Emails
 Lists
 Daily notes/ memo/messages
 Instructions
3.19 Techniques in Teaching Organisation
 Draw outlines
 Analysis
 Model

28
Tutorial Task
1. Select a picture and design a series of writing activities using the ‘one picture many
techniques’ approach.
2. Design an appropriate controlled writing activity for a mixed-ability
Year 5 class.
References
30 Ideas for Teaching Writing. (2003). Retrieved December 13, 2012, from
http://www.nwp.org/cs/public/print/resource/922
4.0 SYNOPSIS
Topic 4 provides you with information on selection and adaptation of materials for the ESL
learners.
 define the term ‘material adaptation’
 explain the need for material adaptation
 elaborate on the criteria for selection and adaptation
TOPIC 4: SELECTION AND ADAPTATION OF MATERIALS
AND ACTIVITIES

29
4.2 FRAMEWORK
4.3 The Role of Materials in the ESL Classroom
In many ESL classrooms, textbooks function as the main teaching-learning
resource. Using textbooks is an efficient way of implementing the syllabus in terms of time
and cost-effectiveness.
Much of the teaching-learning process is determined in the textbooks and teachers deliver
the content as designed whilst pupils learn what is presented in the textbooks.
Towards the late 1970s, a paradgim shift towards student-centered learning resulted in
educators exploring the use of other materials in the ESL classrooms. While textbooks
remain the primary resource, other forms of materials emerged as supplementary
resources.
Teachers have access to a wide selection of materials ranging from:
 authentic printed materials – eg. brochures, newspapers, magazines
 audio/video recordings – eg. audio books, poetry/songs, movies
 video clips – eg. the art of origami downloaded from YouTube
 computer software – eg.SpellBuzz, Word Treasure Chest
Criteria for Selection
and Adaptation
Age and
Maturity
Learning
Styles
Proficiency
Levels
Exploitabilty
In other words, learners should be the center of instruction and
learning. The curriculum is a statement of the goals of learning,
the methods of learning, etc. The role of teachers is to help
learners to learn. Teachers have to follow the curriculum and
provide, make, or choose materials. They may adapt,
supplement, and elaborate on those materials and also monitor
the progress and needs of the students and finally evaluate

30
4.4 The Need to Adapt Materials
Material adaptation is the process of modifying an existing material/resource into one that
serves a different purpose or for a different group of learners.
Materials are usually adapted for their:
 format (eg: from a newspaper article to a picture series)
 language level (eg: from advanced learners to less proficient learners)
 focus skill (eg: from a reading text to a listening text)
4.5 Criteria for Selection and Adaptation of Materials
The criteria comprises of four main aspects :
Material adaptation can save time and money if changes
needed are not extensive. For example, the technical content
may require a few changes, and the adaptation may be able
to take advantage of creative concepts and formats proved
successful elsewhere. There may still be a need, however, to
adjust the material or product for a different culture or
context, including messages, visuals, and language
Read more :
http://www.c-changeproject.org/sites/default/files/C-Bulletin-
10.pdf

31
 learners’ age and maturity level
 learning styles
 proficiency levels
 exploitability
4.5.1 Learners’ Age and Maturity Level
Age refers to the number of years a person has lived while a person’s behaviour and
cognition are reflected through his maturity level. It is a common belief that a
person’s age is proportional to his maturity level, which is the older you are, the wiser
you become. However, this is not always the case.
In the classroom for example, a teacher is faced with a group of 10 year olds. The
cognition or learning abilities of these pupils range from what is commonly termed
as smart, average and weak. Taking this scenario of a mixed-ability class, it is crucial
that the teacher designs teaching-learning activities to suit her pupils. This calls for a
need to adapt materials suited for each group.
I think giving weaker students in the class a written task that is too
difficult can do a great deal of damage. They become
discouraged. They feel that English is too difficult for them. They
lose motivation. They lose confidence. Giving stronger students a
task that is too easy is not so damaging I believe but still doesn't
really benefit the student a great deal and may do damage to their
motivation.
Read more: Writing Tasks for Mixed Ability Classes
http://www.eltnews.com/columns/young_learners/2009/03/writing
_tasks_for_mixed_abilit.html

32
4.5.2 Learning Styles
It is acknowledged that individuals have different learning styles. Some learn better
by reading printed materials while others prefer to listen to audio texts. Generally,
people have a mixed range of styles; some may find they have a dominant style
while for others the style changes depending on the learning circumstances.
The Seven Learning Styles
Visual (spatial) You prefer using pictures, visuals, images
and prints
Verbal (linguistic) You prefer using words, both in speech and
writing
Aural (auditory-musical) You prefer sound and music
Physical (kinesthetic) You prefer using your body, hands and
sense of touch
Logical (mathematical) You prefer using logic, reasoning and
systematic approaches
Social (interpersonal) You prefer to learn in groups or with other
people
Solitary (intrapersonal) You prefer to work alone and use self-study
Source : http://www.ldpride.net/learningstyles.MI.htm
Applying multiple learning styles strategies in the classrooms could result in more
conducive learning environments.
Adapting materials to suit our pupils’ learning styles is one way of ensuring learner’s
success in the ESL classrooms. Below are a few ideas:
Student learning styles may be an important factor in the success of
teaching and may not necessarily reflect those that teachers
recommend" says Jack C. Richards, noted Linguistics professional
and an author of the INTERCHANGE EFL / ESL series course
books. Knowledge of our students may tell us that certain learning
styles should preferably be addressed.
Read more : Creating Materials for the ESL Classroom
http://www.eslbase.com/articles/creating-materials

33
 pictures or illustrations are added to a reading text
 pupils perform a series of actions as instructed in an audio recording
 reading texts are adapted to appear as cause and effect charts.
4.5.3 Proficiency Levels
Proficiency levels among ESL learners vary from high to less proficient or from
Level 1 – 5. Here’s an example:
English Language Proficiency Levels
Level 1 Preproduction The learner does not understand or
speak English with the exception of
a few isolated words or expressions.
Level 2 Beginning/Production The learner speaks and
understands conversational English
with hesitancy and difficulty. The
learner is at the pre-emergent or
emergent level of reading and
writing skills.
Level 3 Intermediate The learner speaks and
understands conversational and
academic English with some
amount of effort.
The learner is post-emergent,
developing both reading and writing
skills.
Level 4 Advanced intermediate The learner speaks and
understands conversational English
without difficulty but displays some
hesitancy in academic English.
The leaner is able to read fluently
and comprehend texts; needs
assistance in writing tasks.
Level 5 Advanced The learner speaks and
understands converstational and
academic English well.
The learner is proficient in reading
and writing skills, requiring only
occasional support.
Source : http://ell.dpi.wi.gov/files/ell/pdf/elp-levels.pdf
Materials have to be adapted to suit these range of learners. For example, the teacher
simplifies the vocabulary of a reading passage to make it more comprehensible to her less
proficient pupils.
Writing tasks are also designed to suit the pupils’ proficiency levels. Below is an example of
a task designed for pupils of different proficiency levels.

34
 Level 2
Pupils are a given picture series of a road accident. Teacher provides sentence
strips and pupils match the strips to the correct pictures. Pupils copy the
sentences in their worksheet.
 Level 3
Pupils are given a picture series of a road accident. Word cues are provided.
Pupils select appropriate words for each picure. Using the selected words, pupils
construcat sentences describing each picture.
 Level 4
Pupils are given a picture series of a road accident. In groups, pupils brainstorm
for appropriate words or phrases to describe each picture. Pupils write about
the accident in the form of a narrative essay
 Level 5
Pupils are given a composite picture of a road accident. Pupils take on various
roles as depicted in the picture and write an eyewitness account of the accident.
4.5.4 Exploitability
Exploitability refers to how a selected material can be used to develop the learners’
language skills. When an ESL teacher selects a material, there are various ways to
adapt the material to teach different skills – in other words, the original material is
exploited in many ways. Below is an example:
 The teacher selects the story “The Ant and The Dove”
The Ant and the Dove
An Ant went to the bank of a river to quench its thirst,
and being carried away by the rush of the stream, was on
the point of drowning.
A Dove sitting on a tree overhanging the water plucked a
leaf and let it fall into the stream close to her. The ant
climbed onto it and floated in safety to the bank.
Shortly afterwards a birdcatcher came and stood under
the tree, and laid a trap for the Dove, which sat in the
branches.
The Ant, perceiving his design, stung him in the foot. In
pain the birdcatcher threw down the trap and the noise
made the Dove take wing.

35
Source : http://www.aesopfables.com
 The teacher begins by adapting the story to suit the proficiency level of her
pupils. Some parts in the story may have to be simplified, for example:
“An Ant was thirsty.
It went to the river bank to drink some water”
 The teacher then exploits the story in a number of ways. Here are some
suggestions:
(i) Listen and complete the story
(ii) Retell the story in your own words
(iii) Rewrite the story into a dialogue
(iv) Write a poem based on this story
.
Tutorial Task
1. Select a short story and adapt it for an average Year 4 class of
ESL learners. Suggest suitable writing activities based on the story
you have adapted.
References

36
5.0 SYNOPSIS
Topic 5 discusses assessment strategies and feedback which includes aspects to consider when
implementing these strategies.
 design assessment strategies for writing
 provide effective feedback
5.2 FRAMEWORK
TOPIC 5 : ASSESSING WRITING SKILLS
Assessing Writing Skills

37
5.3 Assessment Strategies
Assessment on writing is imperative in order to gather information for the purpose of
guiding instruction. It is meant to be specific on the pattern to be observed/addressed.
Writing samples should be assessed across a variety of purposes for writing to gi ve a
complete picture of a student's writing performance across different text structures and
genres. It is invaluable to both students, who can learn from their errors, and teachers, who
can check the students' progress and identify specific problems.
These simple classroom measures can fulfil various functions of assessment including:
identifying strengths and weaknesses, planning instruction, evaluating instructional
activities, giving feedback, monitoring performance, and reporting progress.
Assessment strategies may depend on the information required by the assessor. Each
strategy offers unique methods and instruments. The key is to understand their different
writing purposes, how they can be structured and categorised, and finally, what to do with
the results. It is not necessary to use all methods possible within a category, but all
categories should be included in an assessment plan.
5.3.1 What to consider when designing an assessment:
 aspects of writing taken into account (example: content, organization, grammar,
vocabulary, spelling)
 type of descriptors to be used (example : numbers, letters, words such as
“excellent”, “good”, “fair”)
Assessment
Strategies
Provide
Feedback

38
 criteria to be established to understand what each descriptor represents. These
criteria could be arranged in holistic scales (general descriptions of writing ability)
or analytic scales, which separate the aspects of writing into different units.
5.4 Feedback
Feedback, like assessment, compares standards and expectations with actual student
performance to evaluate the quality of work. However, the purpose of feedback differs from
that of assessment in that the purpose of feedback is to highlight those areas of
performance which satisfied standards and expectations, rather than to grade the
performance.
It is important that teachers clarify standards and expectations before students engage in
the writing task. By doing so, students will learn how to assess their own performance in the
future. The feedback process provides an opportunity for teachers and students to engage
in meaningful dialogue about what differentiates successful performance from unsuccessful
as they together review expectations and standards (Fink, 2003)
5.4.1 Effective feedback is:
 provided as quickly as possible once the written task is carried out;
 a deliberate teaching tool, which notes the quality of the performance and how it
can be improved;
 individualised and focused on the student’s performance not on her or him as a
person;
 able to clarify the criteria against which the student’s performance is being judged
and the standards for different levels of performance;
 strategic - not too little, not too much; shaping student development, step-by-step
over time. Students can be challenged without being overwhelmed.
 an opportunity to point beyond particular assessment tasks to assist performance
of later tasks.

39
Tutorial Task
1. Obtain a sample of a pupil’s written work and study it. Discuss ways to
provide feedback and justify the feedback given.
References
Fink (2003). A Self-Directed Guide to Designing Courses for Significant Learning Retrieved from
http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf
Raimes, A. Techniques in Teaching Writing.(1983). Cambridge University Press (p139)
Written feedback is an essential aspect of any English language
writing course. This is especially true now with the predominance of
the process approach to writing that requires some kind of second
party feedback, usually the instructor, on student drafts. So
dependant is current writing instruction on instructor feedback that
Kroll (2001) describes it as one of the two components most central
to any writing course with the other being the assignments the
students are given. The goal of feedback is to teach skills that help
students improve their writing proficiency to the point where they are
cognizant of what is expected of them as writers and are able to
produce it with minimal errors and maximum clarity….
Read more Providing Feedback on ESL Students’ Written
Assignments http://iteslj.org/Techniques/Williams-Feedback.html
TOPIC 6 (Part I) : PLANNING FOR TEACHING WRITING

40
6.0 SYNOPSIS
Topic 6 introduces you how to interpret the writing skills in the syllabus. It also discusses how to
select and prepare activities for teaching different levels of writing skills.
 plan lessons to develop writing skills
 design appropriate writing activities to suit different levels of learners.
6.2 FRAMEWORK
6.3 Interpreting the Writing Skills in the Syllabus – KBSR English Syllabus
The focus is on developing learners’ writing ability beginning at the word and phrase levels
and progressing to the sentence and paragraph levels. For learners who are able and
capable, they must be encouraged to write simple compositions comprising several
paragraphs.
Attention is also paid to penmanship so that even from a young age, learners are taught to
write clearly and legibly both in print and cursive writing.
Planning for Teaching Writing
Interpreting the
writing skills in the
syllabus
Selecting and
preparing activities for
teaching different
levels of writing skills
Grading and
sequencing the writing
lessons according to
level of difficulty

41
In writing simple compositions, learners are taught the various steps involved in writing
such as planning, drafting, revising, and editing. In the process, they are also taught to use
appropriate vocabulary and correct grammar to get their meaning across clearly.
Although much of the writing at the primary level is guided, the amount of control is relaxed
for learners who are able and proficient in the language. All learners are encouraged to
write for different purposes and for different audiences. Spelling and dictation are also given
emphasis.
By the end of their primary schooling, learners should be able to write lists, messages,
letters, instructions, directions, simple poems and stories, descriptions, simple recounts and
simple reports for various purposes.
6.4 Interpreting the Writing Skills in the Syllabus – KSSR English Syllabus
The approach adopted in the Standard-based curriculum is underpinned by the following
principles:
• Back to basics - It is essential for teachers to begin with basic literacy
skills in order to build a strong foundation of language skills. The strategy of phonics
is introduced in order to help learners begin to read and a good foundation in
penmanship will help pupils acquire good handwriting.
• Learning is fun, meaningful and purposeful. Lessons, which emphasise
meaningful contexts and the integration of language skills, allow learners to learn by
doing fun-filled activities. Contextualised as well as purposeful activities will promote
the fun element in language learning.
6.5 Selecting and Preparing Activities for Teaching Different Levels of Writing
Skills
Activities in a lesson plan should show connectedness and progress from easy to difficult -
from modelled writing to independent writing. This is reflected in the way the curriculum
specification is organised. For example with reference to Huraian Sukatan Pelajaran Year 4
KBSR (page 30) :
4.3 Match words to linear and non-linear representations
• Level 1 – 4.3.1 Match phrases to pictures
• Level 2 – 4.3.2 Match words to signs
• Level 3 – 4.3.3 Match words to other words

42
When planning for writing lesson, the flow of the lesson plan should begin with Level 1
before progressing into Level 2 and 3 for this particular matching exercise. This is to ensure
learners are able to grasp proper understanding of the lesson and to successfully achieve
intended objectives.
6.6 Grading and sequencing the writing lessons according to level of difficulty.
Teachers need to sequence their writing lessons in some logical order.
Basically, at the earliest levels, a lesson may involve providing multiple and varied context
for practising handwriting and/or spelling, teaching and creating occasions for meaningful
practice in punctuation, as well as providing occasions for using what language they have
for real communication.
At later phases the writing lessons could focus on the process involved in producing a
written document such as a letter or a story.
For samples, refer Nesamalar Chitravelu’s “ELT Methodology:
Principles and Practice” (pg.180)
Tutorial Task
1. Refer to the KSSR English syllabus and compile a list of writing skills as
stated in the syllabus.
2. Collect a range of writing lesson plans from your colleagues. Identify the
level of these lessons based on the pupils’ proficiency levels.
References
Huraian Sukatan Pelajaran. Kementerian Pelajaran Malaysia.

43
6.7 SYNOPSIS
Topic 6 introduces you to lesson planning. It also provides you with information on the
pedagogical principles for a writing lesson using the Product Approach, as well as the stages of a
writing lesson using the Process Approach.
 state the pedagogical principles for a writing lesson using the product approach
 describe the stages of a writing lesson using the process apporach
6.9 FRAMEWORK
TOPIC 6 (Part II) : LESSON PLANNING
Lesson Planning

44
6.10 Pedagogical Principals for a Writing Lesson Using the Product Approach: Controlled
Writing
6.10.1 Controlled Writing:
 are tasks that provide practice in writing error- free sentences or
paragraphs on a given topic
 is the first step towards writing composition
 is useful for learners with relatively little knowledge of English, to gain mastery
of sentence patterns
 is characterised by maximal teacher input and minimal learner input
(learners neither contribute ideas nor organise the writing)
6.10.2 Techniques for controlled writing through:
6.10.2.1 Substitution tables
This is a completely controlled activity which enables learners to construct
structurally and grammatically correct sentences.
6.10.2.2 Parallel writing
At the simplest level, learners need only replace selected words
(e.g. nouns and adjectives); at a more advanced level,learners study a
model, then write on a similar theme using the sentence structures of the
model text as a guide.
6.10.2.3 Question and answer technique
Pedagogical principles for a
writing lesson using
the Product Approach:
1. Controlled Writing
2. Guided Writing
Stages of a writing lesson
using the Process Approach:
1. Three broad stages
2. Based on genre

45
Learners are given notes or a text to read in order to answer a series of
questions.
Example 1:
What do you do first? (First, I ……)
What do you do next? (Next, I ….) etc.
In this example, learners learn to write a paragraph using sequence
connectors.
Example 2:
Last Friday, my friends and I went to Kellie’s Castle. I brought
a bottle of water and a camera with me. I carried a haversack as
well.
1. Where did you go last Friday?
2. What did you bring with you?
3. What did you carry?
In this example the cue questions will enable learners to be aware of the
chronological organisation and narrative writing style.
6.10.2.4 Filling in blanks
The teacher predetermines the writing skill (eg: selecting appropriate
details) or language feature (eg: noun, verb, adverb etc.). Learners
complete the writing task by filling in the blanks.
6.10.2.5 Dictation
This activity provides learners with models of sentence structures and
models of text organisation commonly used in writing. It also allows
learners to practise spelling and punctuation
Teacher needs to provide immediate feedback by displaying the original
text, whereby learners correct their own work or do peer correction

46
6.11 Pedagogical Principals for a Writing Lesson Using the Product Approach: Guided
Writing
6.11.1 Guided Writing:
 It acts as a bridge between controlled and free writing
 there’s more learner input in guided writing than in controlled writing
 the context and form of the sentences is not imposed upon by the teacher, but
can be generated by the class together as a pre-writing activity (i.e. short notes,
list of questions, arguments for/against an issue on the board)
6.11.2 Guided Writing Activities
6.11.2.1 Writing from class generated guidelines
– from a discussion, a class may come up with notes and questions which
provide a guideline for the organisation of ideas on a 100-word
composition entitled ‘My Best Friend’.
6.11.2.2 Picture composition with skeleton outline
- based on a picture series, the teacher asks learners to create a story
based on the pictures
- the teacher writes key words on the board based on learners’
responses
- learners use the words/phrases they have contributed in order to
complete the picture composition
6.11.2.3 Writing from short notes
- based on given short notes, learners write a composition.
Example:
One hot day – walking home - sports practice – strange box
- ground – took - opened – found – police – owner – grateful
6.11.2.4 Dicto-comp (combines dictation and composition)
- learners reconstruct a text dictated to them

47
- encourages learners to use specific sentence patterns and produce
specific types of writing – narrative, descriptive, argumentative or
expository
6.12 Stages of a Writing Lesson Using the Process Approach:
Three broad stages
6.12.1 Stage 1: Prewriting
 The teacher/the class collectively selects a topic
 Learners generate ideas through discussion (whole class initiated by
teacher/pair/small group), brainstorming, listing, quickwriting and mind-
mapping
 Learners organise ideas generated to be placed at the beginning,
the middle or the end of their writing.
6.12.2 Stage 2: Writing
 Learners write the first draft, and make changes as they progress into the
writing stage
 Learners need to be reminded of their writing purpose (e.g. to persuade, to
invite etc.) and the audience they are targetting (their parents, their friends etc.)
so that they can select the most suitable words, style and sentence construction
 Feedback is where pupils receive most guidance on how to improve their writing
skills, through questions posed by teachers and peers
- What is the essay about?
- Why are you writing about it?
- Who is your audience?
- What is your favourite part?
Feedback also includes comments raised by teachers or peers, in which the
learners discover, clarify and refine what they have written.

48
 Learners rewrite/revise their compositions incorporating insights from the
feedback session. This rewriting allows the pupils to :
 make their meaning clearer through more precise words and apt
relationship of ideas, substitute a poor example for a better example
resulting in a more interesting piece of writing
 add ideas,facts, details or explanations and remove anything unrelated
or irrelevant
 improve their introduction and conclusion where necessary
 reorder the sequence of ideas or the sentences/words in a paragraph
 The teacher ideally gives individual oral feedback to learners in order for them
to edit their revised compositions.
Learners proof read the revised version of their writing. The teacher collects the
work and edits them, focussing on their content, organisation, grammar and
sentence structure.
6.12.3 Stage 3: Publication
 Publishing involves sharing learners’ writing with an audience. It is pertinent
for learners to proof-read their final piece of writing to ensure they are error-
free
 Learners final writing products are best displayed on the bulletin
board, or published in the class newsletter.
6.13 What is genre?
 Anything from a menu to a wedding invitation, from a newspaper article to
an estate agent's description of a house
 Pieces of writing of the same genre share some features, in terms of layout,
level of formality, and language

49
 These features are more fixed in formal genre, for example letters of
complaint and essays, than in more ‘'creative' writing, such as poems or
descriptions
 The more formal genre often feature in examinations, and may also be
relevant to learners' present or future 'real-world' needs, such as university
study or business.
6.14 Stages of a Writing Lesson Using the Process Approach: Based on genre
 Generating ideas
 Focusing ideas
 Focus on a model text
 Organising ideas
 Writing
 Peer evaluation
 Reviewing
6.14.1 Generating ideas
 Often the first stage of a process approach to writing
 Even when producing a piece of writing of a highly conventional genre, such
as a letter of complaint, using learners' own ideas can make the writing more
memorable and meaningful
 Before writing a letter of complaint, learners think about a situation when
they have complained about faulty goods or bad service (or have felt like
complaining). They tell a partner about it.
6.14.2 Focussing ideas
 Another stage taken from a process approach
 Involves thinking about which of the many ideas generated are the most
important or relevant, and perhaps taking a particular point of view

50
 As part of the essay-writing process, learners, in groups , put the ideas
generated in the previous stage onto a 'mind map'
 The teacher then draws a mind-map on the board, using ideas from the
different groups. At this stage the teacher can also introduce some useful
collocations (word combinations i.e. “crying shame” or “great success”) which
gives the learners the tools to better express their own ideas
 Sample of a generating-ideas activity:
Teacher gives a theme or situation. Teacher tells learners to individually write
their ideas for about 10 minutes, without stopping and without worrying about
grammar or punctuation.
If they do not know a particular word in English, they can write it in their L1.
Learners then compare what they have written. They are encouraged to use
a dictionary to locate the English words / phrases which they have written in
their L1.
6.14.3 Focus on a model text
 The use of model texts is often prominent in product or genre approaches to
writing. Model texts will help raise learners' awareness of the conventions of
typical texts of different genres in English.
Sample activity
The teacher gives each group several pieces of writing comprising of a
similar genre. Each group is given a genre analysis form in which pupils
identify the features and language those writing have in common. This raises
their awareness of the features of the genre and gives them some language
'chunks' they can use in their own writing later on.
Example
Learners identify the function of different paragraphs in a piece of writing. For
example, in a job application letter, the functions of the paragraphs might be
something like
i) reason for writing
ii) how I found out about the job
iii) relevant experience, skills and abilities
iv) closing paragraph requesting for an interview

51
6.14.4 Organising ideas
• Using model texts as earlier examples, learners can then progress to
organising their own ideas in a similar way
• Based on a given topic / situation, learners come up with a draft framework of
their writing. The framework comprises of main points and paragraphing.
These framework, done either individually or in groups, can then be pinned
up around the room for comments and comparison.
• When preparing to write an essay, learners could combine some of the ideas
from their peers’ framework into main and supporting statements.
6.14.5 Writing
 In a pure process approach, the writer goes through several drafts before
producing a final version. In practical terms, this is not always possible as the
teacher is faced with time constraint and large classes.
Nevertheless, a teacher can work out a drafting session based on a rotation
basis among groups of learners.
 The writing itself can be done alone, at home or in class, or collaboratively in
pairs or groups. Those with access to a word processor can then use it to
facilitate the redrafting process.
6.14.6 Peer evaluation
 Peer evaluation of writing helps learners to become aware of an audience
other than the teacher. If learners are to write a second draft, the teacher will
ask other learners to comment on what they liked or did not like about the
earlier piece of work, or what they found unclear. Their comments can then
be incorporated into the second draft.
 The teacher can also respond by commenting on the content and the
organisation of ideas. At this stage, there is no final grade evaluation yet nor
correcting of details such as grammar or spelling.
6.14.7 Reviewing
 When writing a final draft, learners should be encouraged to check the details
of grammar and spelling, which may have taken a back seat to ideas and
organisation in the earlier stages.

52
 Instead of correcting learners’ writing, the teacher uses codes to help
learners correct their own writing and learn from their mistakes.
Here is an example of a writing correction code
Code Use Example
WW Wrong word As our plane flew on the mountains, we
saw snow.
WT Wrong time As our plane flew over the mountain, we
see snow.
WF Wrong form As our plane flew over the mountains,
we were seeing snow.
WO Wrong order As our plane over the mountains flew,
we saw snow.
SP Spelling As our plane flue over the moutains, we
saw snow.
P Punctuation As our plane flew over the mountains;
we saw snow.
X Extra word As our plane flew over to the mountains
we saw snow.
M Missing word As our plane flew over the mountains,
__saw snow.
RW Re-write Plane flew mountains, snow saw.
Source : http://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf
Writing correction code
This is a common tool to optimise learning opportunites from
mistakes leaners make in written homework and to encourage
the editing stages of process writing. You show the learners
where the mistakes are and then they try to correct them as a
second stage to the initial writing task.
Procedure

53
Tutorial Task
1. Select a genre and plan an outline of a writing lesson using the process
approach. Share the outline with your peers and get feedback from them.
2. Obtain a sample of a pupil’s written work. Correct the work using your
own set of correction code. Show your corrections to your peers for comments.
Reference
Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar Bakti
7.0 SYNOPSIS
Topic 7 deals with designing remedial and enrichment activities for developing writing skills.
TOPIC 7 : REMEDIAL AND ENRICHMENT ACTIVITIES FOR
DEVELOPING WRITING SKILLS

54
 design remedial activities for developing writing skills.
 design enrichment activities for developing writing skills.
7.2 FRAMEWORK
7.3 Remedial Activities
Remedial activities are meant to help struggling young learners overcome their writing
difficulties. The instruction for struggling students needs to begin as soon as difficulties
emerge.
It is much harder to help learners if problems are detected later. Learners’ needs are
different at various stages in their learning and teachers must develop tasks to
accommodate these needs.
At the lower proficiency level, frequent, short writing activities can help to build familiarity
and develop a useful, productive vocabulary. The variety and length of tasks can be
extended for intermediate level learners, developing more complex themes and building a
repertoire of strategies for effective writing.
Remedial Activities Enrichment Activities
Activities for Developing Writing Skills

55
Studies have shown that remedial activities when conducted effectively will produce the
desired results of improving learners’ writing skills. Here is an example of such a study:
7.4 Enrichment Activities
Advanced level learners need to develop a greater understanding of genres and the place
of writing in particular discourse communities. They also need to develop their strategies
and establish their own voice in the second language.
Enrichment activities (or extension activities) are meant to inspire the advanced level
learners to further develop their creative inspiration.
Here’s a sample of an enrichment activity
Remedial Writing Programme for Elementary Students
The purpose of this study programme is to determine if students
from the elementary level of Hin Hua High School, Klang,
Malaysia (Chinese Independent School) improved in their ability
to write in English after having studied specifically developed
curriculum. The 7-hour remedial programme is to be conducted
once the academic department releases the final assessment
grades. Fifteen students with the lowest score were selected
using the criterion method to undergo the remedial programme.
the importance of all six major aspects of writing measured in the
English Test which comprises mainly punctuation, grammar and
usage, sentence structure, strategy, organization, and style.
Read more:
http://www.ukessays.com/essays/education/remedial-writing-
programme-for-elementary-students-education-
essay.php#ixzz2FKISEuQL

56
Tutorial Task
1. Identify a common writing problem among our Malayisan lower primary ESL
learners. Design a remedial activity for these learners.
2. Design an enrichment activity for a Year 6 class.
References
The Shaped Book
This interdisciplinary activity will allow students to write a book and
relate its shape to almost any theme or subject being studied.
The Teacher Page gives preparation instructions and illustrations, as
well as adaptations that can be made for younger students.
The Student Page has a detailed list of materials and procedures.
 Make copies of the Student Page.
 Distribute them to all students.
 Go over the directions with the students.
Read more at : http://www.teachervision.fen.com/childrens-art-
activities/book-arts/5622.html#ixzz2FKKfjrE4
For procedures on how to carry out this activity, go to :
http://www.teachervision.fen.com/tv/printables/087628456X_164.pdf

57
Bartram, M & Walton, R. (1991). Correction: Mistake Management, A Positive Approach,
Language Teaching Publications.(p94).
TSL 3107
Teaching Writing Skills In The Primary ESL Classroom
This module was prepared by the following lecturers at
Institut Pendidikan Guru Kampus Sultan Abdul Halim,
Sungai Petani, Kedah. Malaysia
 Shirley Goh Seok Ai
 Corinne Vong Siu Phern
 Hjh. Noor Bebe bt Ali Mohamad
 Kway Chui Kim
 Marsilah bt Mohamad Isa

Writing Module PPG

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