Writing skills are an important part of communication. Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversation.

1. Writing
SkillS

2. Writing skills?
• Writing skills are an important part of communication.
Good writing skills allow you to communicate your
message with clarity and ease to a far larger audience
than through face-to-face or telephone conversation.
• You might be called upon to write a report, plan or
strategy at work; write a grant Application or press
release within a volunteering role ; or you may fancy
communicating, your ideas online via a blog. And, of
course ,a well written CV or resume with no spelling or
grammatical mistakes is essential if you want a new
job.

3. Topic: Developing Writing Skills
• General objectives:
• Trainees will be able to give a lesson in
developing writing skills.
• Trainees will be able to integrate writing with
listening, speaking and reading.

4. Lesson One
Giving a Lesson in Developing Writing Skills
• Pre-task activities
• Step One: elicit kinds and reasons of real-life writing.
• Step Two: elicit the difference between spoken and written
text.
• Step Three: discuss the skills of writing.
• Step Four: suggested activities in developing writing skills.
• Step Five: tips in design a writing task.
• While-task activities
• Step Six: trainees giving lessons in developing reading skills.
• Post-task activities
• Step Eight: trainees evaluate the lessons.

5. Strategies:
•What do we write?
•Why do we write?

6. The differences between spoken
and written texts
• Written language is complex at the level of
clause while spoken language is complex in the
way clauses are linked together
• Written language is also reinforced by the
tendency of create nouns from verbs
• Writing is often decontextualized

7. Two Versions of a Texts
• The use of this method of control
unquestionably leads to safer and faster trains
running in the most adverse weather
conditions
• You can control the trains this way and if you
do that you can be quite sure that they’ll be
able to run more safely and more quickly than
they would otherwise no matter how bad the
weather gets.

8. How to improve writing skills
• Grammar
• Spelling
• Punctuation
• When to Use Capital letters
• Using plain English
• Know your medium
• Writing styles
• Reread
• Importance
• Stick to your main idea

9. 1- English Grammar
There are twelve verb tenses in the English language.
•Present Indefinite
•Past Indefinite
•Future Indefinite
•Present Continuous
•Past Continuous
•Future Continuous
•Present Perfect
•Past Perfect
•Future Perfect
•Present Perfect Continuous
•Past Perfect Continuous
•Future Perfect Continuous

10. Present Tense : Activity

11. Past Tense : Activity

12. Future Tense : Activity

13. Correction Of Spellings
Spellings are very Important in English comprehension.Spellings are very Important in English comprehension.
Good spellings facilitate communication & avoid confusion.Good spellings facilitate communication & avoid confusion.
Poor spellings distract the reader.Poor spellings distract the reader.
Check whether the spellings are correct or not.Check whether the spellings are correct or not. (Activity)(Activity)
1. New fone inbox for the number.1. New fone inbox for the number.
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2. Jim studied in the libarary for his english quiz.2. Jim studied in the libarary for his english quiz.
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3. The pirat, looking manacing, drew his svord.3. The pirat, looking manacing, drew his svord.
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4. Screeching in deleight, the parot soared over the trees.4. Screeching in deleight, the parot soared over the trees.
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14. Punctuation
““Punctuation means the use of points, stops or marksPunctuation means the use of points, stops or marks
to separate one sentence from another or one partto separate one sentence from another or one part
of a sentence from another.”of a sentence from another.”
(Activity)(Activity)
•Jeans wrote A few stars are hardly bigger than the earth
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•She advised we should try our luck at more places than one
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•The selfish leader cried vote for me or you are lost
•---------------------------------------------------------------------
•The Lahore Karachi Dubai flight
•---------------------------------------------
MarkMark SymbolSymbol
Full Stop .
Comma ,
Question
Mark
?
Apostrophe
‘s
‘s
Exclamation
Mark
!
Inverted
Commas
“”
Dash -
Semi Colon &
Colon
; & :
Brackets ( )
slash /
Capital
Letters
ABC

15. General Skills of writing
• Ability to put sounds down on graphic form
according to the conventional sound-spelling rules.
• Ability to spell English words correctly, including
using correct punctuation and capitalization.
• Ability to do writing practice, such as dictation,
grammar exercises, constructing dialogues according
to the model, simple translation exercises.
• Ability to write short compositions, including
functional writing skills, such as writing simple
letters, taking notes, writing outlines and summaries.

16. Major types of writing -1
1. Explanation and analysis
(a) a process
(b) an opinion or point of view
(c) event(s) and phenomena
(d) instructions and directions
2. Argument
(a) persuasion
(b) refutation
(c) examining both sides of a point

17. Major types of writing - 2
5. Description and summary
(a) a thing
(b) a person
(c) a place
(d) an event
(e) concepts
4. Narration
(a) a series of events; a report
(b) biography or autobiography
(c) historical events
(d) fiction or nonfiction

18. How do we design writing tasks
• Product and process
• Information gap
• Recursive activity involving revision of successive
drafts
• Three-stage process: pre-writing ,writing, revision
• Interesting
• Co-operative
• Purpose
• Linking different skills
• Various

19. Product-oriented Approach -1
• Focusing on the end result of the learning process
• Students producing texts for teachers to evaluate,
not to communicate meaningfully with another
person
• Classroom activities in which the learner is
engaged in imitating, copying and transforming
models of correct language.
• At the level of sentence
• Students are passive
• Individual work
• Quality rather than quantity

20. Process-oriented Approach - 2
• Focusing on the various classroom activities
which promote the development of skilled
language use
• At the discourse level
• Focusing on quantity rather than quality
• Collaborative group work between learners as
a way of enhancing motivation and developing
positive attitudes towards writing.
• Linking with other skills

21. Writing Activities
• Written practice
• Written communicative activities

22. Written Practice/Activities
• Sentence writing
• Parallel writing
• Fluency Writing

23. Sentence writing - Activity
(a) Sentence completion: look at Your Presenter
and then complete the sentences.
He/She is Speaking ______ Development of
Writing Skills.
(b) What are they doing?
Write four sentences about what the people
in Your Surrounding are doing.
(c) Time clauses: write four sentences using
‘after’, ‘before’and ‘while’.

24. Parallel writing - Activity
Write a paragraph by seeing the domain given below.Write a paragraph by seeing the domain given below.
Just Let, Here is the entry for the hotel Concorde.Just Let, Here is the entry for the hotel Concorde.
Good hotel
Tel 8866
City centre
All year
40
Central heating
B 7---9
11---3
dinner
15
25
------- 1

25. Parallel writing – Activity Sol
The Hotel Concorde in Paris is a good hotel.
The telephone number is 8866. It is in the city
center. The hotel is open all year, and there
are forty bedrooms .There is central heating in
the hotel. Breakfast is from seven to nine.
Lunch is from eleven to three, and dinner is
from eight until eleven. There are twenty-five
bathrooms and fifteen showers. There is also a
swimming pool in the hotel.

26. Fluency Writing
The picture story – Activity
Students are given a series of pictures just as they were
for oral composition. They are given a time limit and
told to write as much as they can about the pictures.
Stage 1 Students are told that they are going to do some free writing, and that the
objective is to write as much as they can within a certain time limit.
Stage 2 Students are shown a picture sequence and told to write about it.
Stage 3 When the time limit expires the teacher stops the students and collects the
work.

27. The picture story – Activity 1
Complete The StoryComplete The Story

28. The picture story – Activity 2
Creative Writing About The PictureCreative Writing About The Picture

29. Any Questions?
No??No??
ThaNk Yew!!ThaNk Yew!!

30. BY:
Madeeha Saeed
CS – Software Engineering
PMAS UAAR UIIT - Pakistan