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Teaching Writing to EFL
Students
Writing Subskills- Approaches to Teaching Writing-
Mix of Both Approaches- Mini Model Lesson
Writing Subskills
• Literacy of a foreign language
(Learning how to write letters
and words)
• Use of standard grammar to
express a particular meaning.(
Tenses-Conditionals etc.)
• Paraphrasing (use of synonyms,
antonyms, and other literary
devices)
• Use of cohesive devices.
(Pronouns-demonstratives-
conjunctions etc.)
• Paragraphing
• Use of writing strategies such as
planning-writing topic sentences-
developing ideas-drafting-
redrafting-peer correction-
proofreading)
• Writing fluency (the ability to
write at an efficient speed
Approaches to Teaching Writing
Product Writing (Text-based)
• Traditional approach
• Model text is provided for analysis
and imitation.
• Key features of the text are
highlighted.
• Organization of ideas is important.
• Emphasis is on the product.
Process Approach (Task-based)
• Focus is on a variety of classroom activities.
(Writing as a process)
• Brainstorming ideas by students as a starting
point of the lesson
• Students analyze the quality and usefulness of
ideas before writing.
• Drafting in pairs or small groups
• Students exchange drafts and write their
feedback.
• Drafts are returned and improvements are
made based on peer feedback.
• A final draft is written.
• Students once again exchange and read each
other's work and perhaps even write a
response or reply.
Teaching writing
(Mix of both approaches)
Stages of a Writing Lesson
1- Lead-in
•set up a context through visual, short story, short
listening etc.)
Why?
•To activate prior knowledge (Schemata) of the topic
•To generate interest in the theme of the model
2- Pre-teach blocking vocabulary
•Use visuals, realia or other presentation means,
or teach via guided discovery.
3- Give a prediction task
Ask students to predict the topic from a
picture and the writer’s opinion or the
ending of a story etc.
4- Provide a model text of a
similar topic as a reading task.
• Give instructions that students will read faster and answer 2 or 3 gist
questions.
• Check your instructions using Yes/No questions if possible.
• Give your reading worksheets with skimming questions.
• Stress the short time of the task.
4- Model
5- Skimming
5- Students do a skimming task
(Make sure you spend short time on this
task because it is not your lesson
objective)
6- Scanning
6- Set a scanning task with a few questions.
Remember, the purpose of the reading is to
further develop an interest in the topic and
provide a reading source for students to fall back
on before and while writing)
7- Brainstorming of Ideas
7- Ask students – in pairs or small groups- to think of
ideas and write them down as notes then in sentences.
• You might need to model a sentence on the board.
• Each pair should discuss their ideas and write them
down in sentences.
8- Brainstorming Feedback
8- Provide a feedback session to check
pairs’ ideas and write them on the board
for clarification, or ask students to write
them on pieces of paper.
9- Useful Language
9- Provide important useful phrases
and linkers to help students start
sentences and link them appropriately.
10- Writing Task
10- Set the writing task of your topic and tell students not to write their
names on their sheets of paper.
• Monitor students’ work and provide help with vocabulary and
grammar if needed.
• Try to stress independence and use of dictionaries as well as other
possible aids.
• Give student extra time on this task because it is your main lesson
objective
• Stress the importance of register if needed (Formal/informal/Neutral
language)
11- Peer Check (Task not grammar)
11- Ask students to stick their writings on the walls, or exchange them,
and then check the topics they like.
• this task should be short.
• Students read the topics fast and check or not.
• This activity appeals to kinesthetic and visual students, develops
reading for gist and provides the teacher with the time to note
common mistakes and write them on the board.
12- Task Feedback
12- Ask the more fluent students to talk about their topics and invite
whole class discussion.
• This discussion makes students feel appreciated for their writing,
which helps them realize that their writings have a purpose and
audience.
• It also develops students’ fluency , particularly when they had
developed a background about their written topics.
• It provides a variety of activities to a writing lesson.
13- Error Correction
13- elicit correction of common mistakes
on the board.
•If you see a lot of mistakes, you can
design a grammar or vocabulary lesson
in later classes.
Summary of Stages (60-minute Lesson)
• 1- Pre-reading of a model text (Lead-in) 3-5 mins
• 3- Skimming Task (Instructions- Check- Task-Feedback) 3-5 mins
• 4- Scanning (Instructions- Check- Task-Feedback) 5-7 mins
• 5- Brainstorming Ideas Feedback 5-7 mins
• 6- Useful Language (Presentation) 3- 5 mins
• 7- Writing Task (Instructions- Check- Task) 10-15 mins
• 8- Task Peer-check 5-6 mins
• 9- Task Feedback 4-5 mins
• 10- Cold Correction 4-5 mins
Thank You

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Teaching Writing to EFL Learners

  • 1. Teaching Writing to EFL Students Writing Subskills- Approaches to Teaching Writing- Mix of Both Approaches- Mini Model Lesson
  • 2. Writing Subskills • Literacy of a foreign language (Learning how to write letters and words) • Use of standard grammar to express a particular meaning.( Tenses-Conditionals etc.) • Paraphrasing (use of synonyms, antonyms, and other literary devices) • Use of cohesive devices. (Pronouns-demonstratives- conjunctions etc.) • Paragraphing • Use of writing strategies such as planning-writing topic sentences- developing ideas-drafting- redrafting-peer correction- proofreading) • Writing fluency (the ability to write at an efficient speed
  • 3. Approaches to Teaching Writing Product Writing (Text-based) • Traditional approach • Model text is provided for analysis and imitation. • Key features of the text are highlighted. • Organization of ideas is important. • Emphasis is on the product. Process Approach (Task-based) • Focus is on a variety of classroom activities. (Writing as a process) • Brainstorming ideas by students as a starting point of the lesson • Students analyze the quality and usefulness of ideas before writing. • Drafting in pairs or small groups • Students exchange drafts and write their feedback. • Drafts are returned and improvements are made based on peer feedback. • A final draft is written. • Students once again exchange and read each other's work and perhaps even write a response or reply.
  • 4. Teaching writing (Mix of both approaches)
  • 5. Stages of a Writing Lesson 1- Lead-in •set up a context through visual, short story, short listening etc.) Why? •To activate prior knowledge (Schemata) of the topic •To generate interest in the theme of the model
  • 6. 2- Pre-teach blocking vocabulary •Use visuals, realia or other presentation means, or teach via guided discovery.
  • 7. 3- Give a prediction task Ask students to predict the topic from a picture and the writer’s opinion or the ending of a story etc.
  • 8. 4- Provide a model text of a similar topic as a reading task. • Give instructions that students will read faster and answer 2 or 3 gist questions. • Check your instructions using Yes/No questions if possible. • Give your reading worksheets with skimming questions. • Stress the short time of the task. 4- Model
  • 9. 5- Skimming 5- Students do a skimming task (Make sure you spend short time on this task because it is not your lesson objective)
  • 10. 6- Scanning 6- Set a scanning task with a few questions. Remember, the purpose of the reading is to further develop an interest in the topic and provide a reading source for students to fall back on before and while writing)
  • 11. 7- Brainstorming of Ideas 7- Ask students – in pairs or small groups- to think of ideas and write them down as notes then in sentences. • You might need to model a sentence on the board. • Each pair should discuss their ideas and write them down in sentences.
  • 12. 8- Brainstorming Feedback 8- Provide a feedback session to check pairs’ ideas and write them on the board for clarification, or ask students to write them on pieces of paper.
  • 13. 9- Useful Language 9- Provide important useful phrases and linkers to help students start sentences and link them appropriately.
  • 14. 10- Writing Task 10- Set the writing task of your topic and tell students not to write their names on their sheets of paper. • Monitor students’ work and provide help with vocabulary and grammar if needed. • Try to stress independence and use of dictionaries as well as other possible aids. • Give student extra time on this task because it is your main lesson objective • Stress the importance of register if needed (Formal/informal/Neutral language)
  • 15. 11- Peer Check (Task not grammar) 11- Ask students to stick their writings on the walls, or exchange them, and then check the topics they like. • this task should be short. • Students read the topics fast and check or not. • This activity appeals to kinesthetic and visual students, develops reading for gist and provides the teacher with the time to note common mistakes and write them on the board.
  • 16. 12- Task Feedback 12- Ask the more fluent students to talk about their topics and invite whole class discussion. • This discussion makes students feel appreciated for their writing, which helps them realize that their writings have a purpose and audience. • It also develops students’ fluency , particularly when they had developed a background about their written topics. • It provides a variety of activities to a writing lesson.
  • 17. 13- Error Correction 13- elicit correction of common mistakes on the board. •If you see a lot of mistakes, you can design a grammar or vocabulary lesson in later classes.
  • 18. Summary of Stages (60-minute Lesson) • 1- Pre-reading of a model text (Lead-in) 3-5 mins • 3- Skimming Task (Instructions- Check- Task-Feedback) 3-5 mins • 4- Scanning (Instructions- Check- Task-Feedback) 5-7 mins • 5- Brainstorming Ideas Feedback 5-7 mins • 6- Useful Language (Presentation) 3- 5 mins • 7- Writing Task (Instructions- Check- Task) 10-15 mins • 8- Task Peer-check 5-6 mins • 9- Task Feedback 4-5 mins • 10- Cold Correction 4-5 mins Thank You