Vdubj

1. 2. Writing Instruction
for Intermediate and
Advanced Learners
WRITING LESSON
Designing the Lessons for Writing

2. Writing teachers of intermediate and
advanced learners must help students
understand the relevance of writing not only
in fluency in the target language but also in
learning successful other subjects.
Knowing that writing is both a “social act”
and a “developmental cognitive task”,
teachers can raise the students’ awareness
of the different writing tasks they have to
hurdle n an academic setting.
2. Writing Instruction for Intermediate and Advanced
Learners

3. Newell, Koukis, & Boster (2007) asserted the importance of writing as a tool of
learning so that teachers have to engage the learners in the writing tasks
commonly required in other disciplines. These includes:
a) Note-taking: a skill in extracting and recording relevant information
from different types of texts for future use.
b) Reporting: an ability to recount and write the events that transpired, for
instance, in a laboratory experiment, field trip, or group activity.
c) Summarizing: a skill in “looking for patterns across a range of events
and ideas” and presenting the information most concisely.
d) Analyzing: an ability to break down ideas, note details, and determine
relationships and causality.
e) Journal writing: often a means for self-expression and reflection.
f) Creative writing: “literary writing, such as short stories and poetry, that
provides personal and imaginative ways of exploring ideas and
experiences.”

4. Echoing this idea of contextual and meaningful writing
tasks for the learners, Wilfong (2015) narrowed these
tasks into three writing genres that a teacher can use as
a guide inn organizing writing lessons.
• Narrative (recounts factual events or tells a
fictional story)
• Informative (involves factual information)
• Argumentative (appeals the reason or
emotion)

5. Whether the writing instruction is task or genre-based, we need to
motivate our learners to write and help them write effectively. We
could use the following instructional tips:
a)Reading-Writing Connection:
Reading can help provide context for
writing. We can encourage our
learners to write effectively by
providing model texts to read and
emulate or reading materials that
they can analyze, react or reflect on.

6. Whether the writing instruction is task or genre-based, we need to
motivate our learners to write and help them write effectively. We
could use the following instructional tips:
b.) Strategy Instruction: Strategy, as defined by Graham et al. (2007),
refers to the “course of action for accomplishing a specific objective,”
This requires one to have a clear purpose or goal, the procedural
knowledge in accomplishing the task, and “will to embark on the
designated course of action and the effort to see it through.” Teaching
students in each stage of the writing process would allow learners to
reflect on their writing habits and idiosyncrasies as writers to employ
the processes involved in writing independently. Scaffolds, like model
texts and writing templates, help a lot in teaching students strategies in
writing.

7. Whether the writing instruction is task or genre-based, we need to
motivate our learners to write and help them write effectively. We
could use the following instructional tips:
c.) Peer or Collaborative Writing: Yagelski (2018) asserted that
writing is a “social activity” because writers often have an
audience I mind and other readers who respond to or assess their
written outputs.
d.) Utilization of Technology Support: We cannot overemphasize
the value of technology in teaching writing. Sandolo (2010), citing
Karchmer-Kelin, 2007) claimed that “Internet writing practices
support required curriculum standards…encourage students to
think about the social implication of their work, help students learn
the literacy skills necessary to be successful I the 21st century,”

8. 3. Scaffolds in
Teaching Writing
WRITING LESSON
Designing the Lessons for Writing

9. The following templates and suggested strategies can be useful
for an engaging writing classroom:
a) Teaching writing Mechanics
Tracing Letters, Words and Sentences

10. The following templates and suggested strategies can be useful
for an engaging writing classroom:
b.) Teaching Planning in Writing
We can help our learners have a pleasant experience. They need
assistance in choosing the topic, saying something about the topic
they have chosen, finding focus and support to the claims they make,
and making their voice visible in their writing. But among these stages,
it is important to motivate learners to write through the scaffolds that
we provide.
b.1) Prewriting Activities help learners generate ideas, Thes include
freewriting, questioning, clustering. And listing.
• Freewriting – is a writing without restrictions, writing down
everything that comes to mind pr feelings about the topic and
about the act of writing itself.

11. The following templates and suggested strategies can be useful
for an engaging writing classroom:
• Freewriting – is a writing without restrictions, writing down
everything that comes to mind pr feelings about the topic and
about the act of writing itself.

12. The following templates and suggested strategies can be useful
for an engaging writing classroom:
• Questioning – is similar to brainstorming and is one of the easiest
ways to generate ideas for writing because it is like
talking to oneself or finding answers to your
questions. For instance, you ask them to write
about their reasons for taking up their course, using
the 5Ws and H as their guide in planning their
essay.

13. The following templates and suggested strategies can be useful
for an engaging writing classroom:
• Clustering – this means collecting or grouping together ideas
related to our chosen topic. We guide our students in putting their
chosen topic at the center and then drawing a circle or box for
every related idea and connecting these ideas with a line, like the
one shown in the following figure.

14. The following templates and suggested strategies can be useful
for an engaging writing classroom:
• Making a list- this technique can help learners in choosing the
topic and narrowing the focus by simply listing all relevant ideas
without worrying about the order of importance.
• Example;
• Computers can help me in my research assignment
• Legitimate sites
• On-line journals for the scholarly written articles
• I can access them even in the middle of the night
• Be careful with those plagiarized articles
• Check the legitimacy pf sites and sources
• Easy storage of information
• Write as you research.
• Citation of sources is easy.

15. The following templates and suggested strategies can be useful
for an engaging writing classroom:
b.2) Other Planning Strategies
1.) RAFT – The RAFT Model by Holston and Santa (1985 as cited in
Jacobson, Johnson and Lapp, 2011) is a versatile model or template
that helps students produce an audience-centered and purpose-
driven writing output.
• R - stands for the students-writer’s assumed Role
• A – refers to the target Audience
• F – for the prescribed or suitable Format/Genre in writing and
• T – for the Topic that needs to be developed or discussed.
For instance, when we ask a learner to write a narrative paragraph or
essay on their most significant summer experience, they can plan their
writing as follows:

16. The following templates and suggested strategies can be useful
for an engaging writing classroom:

17. The following templates and suggested strategies can be useful
for an engaging writing classroom:
2.) W-W-W +2 WHAT + 2 HOW – this panning strategy offered by
Graham and Harris (2011) is useful for writing short stories. The letters
stand for the following:
Who is the main character; who ese is in the story?
When does the story take place?
Where does the story take place?
What does the main character want to do; what do other characters
want to do?
What happens when the main character tries to do it, what happens
with the other characters?
How does the story end?
How does the main character feel; how do other characters feel?

18. The following templates and suggested strategies can be useful
for an engaging writing classroom:

19. The following templates and suggested strategies can be useful
for an engaging writing classroom:
3.) CREW – this model is patterned after Toulmin’s model of
argument which emphasized the articulation of a writer’s claim or
position. This was later expanded into Claim, Reason, Evidence, and
Warrant by Warren (2020) as cited in Wilfong, 2015). Useful in helping
students write effective arguments, a claim is the writer’s position on
the topic, usually a “debatable and defensible statement”
(Wilfong,2015). The reason is the general support to the claim,
followed by the details or pieces of evidence and concludes with a
warrant to tie everything together.

20. The following templates and suggested strategies can be useful
for an engaging writing classroom: