CRMEF MOHAMMED V SAFI

ENGLISH DEPARTMENT

TEACHING WRITING
 Outline

•What is writing?
•Why writing is important?
•Types of writing
•Mechanics of writing .
•Writing as a process
•Writing as a product
•Writing skills
•Quick writing
•Planning to teach writing
•Assessing writing
 What is writing
•the creation of written discourse
•putting sentences together to form a text

•It is a practical means for fixing or consolidating various

language components (e.g vocab,syntax,functions etc).

•It is a means of reinforcing other skills.before and while

writing,writers gather data or information by
observing ,reading,listening, and talking to others.
 Why writing is important for students?
Help them acquire useful techniques for effective writing
Help them learn specific skills that apply to all forms of writing
Familiarizing them with common writing mistakes
Help them develop specific skills to meet unique writing demends

Communicate specific information or ideas utilizing the

format ,Language and content relevant to a
specific context .
 Types of writing
Formal writing ( .letters , email, books…………..)

Informal writing ( abreviations ,slang………………)

Narrative

Descriptive

Expositary

Argumentative
 Mechanics of writing
Punctuation.

Transitional expressions.

Capetalization.

Spelling.

Handwriting.
 Writing as a process

Drafting =
writing
Planning
Editing=
=pre-
re-writing
writing

Final
version
 Writing as a process

Pre-writing
Planning and Thinking

 Getting thoughts down on paper.

Free-write, outline, note, Discuss,and think of the

topic
 Writing as a process

How……..?
Brainstorming / Vocabulary

Surveying / forms

Researching / Discussion
 Writing as a process
Things students must know in the
pre- writing phase

The purpose of their writing

The audience they are writing for

The content (structure / sequence)

( genre / register)
 Writing as a process

writing
First Draft

 Putting your ideas and thoughts together

Forming sentences and paragraphs

 Writing as a process

Re_writing / Editing

Revising and Reflecting

 Rewriting or rearranging sentences.

Proofreading
 Writing as a process

 Presenting

Final Draft

Sharing your work with (pairs , classmates)

publishing, speaking
 Writing as a product

Students are encouraged to mimic a model text, which

is usually presented and analyzed at an early stage.

Product approach focuses on writing tasks in which

the learner imitates, copies and transforms teacher
supplied models

The use of language is the manipulation of fixed

patterns, these patterns are learned by imitation
 Writing as a product

Steps in writing as a product

Stage 1 Model texts are read

Stage 2 consists of controlled practice

Stage 3 Organisation of ideas.

Stage 4 The end result of the learning process.

 Writing skills
Use the orthography correctly, including the script,
and spelling and punctuation conventions.
Use the correct forms of words. This may mean using
forms that express the right tense, or case or gender.
Put words together in correct word order.
Use vocabulary correctly.
Use the style appropriate to the genre and audience.
Make the main sentence constituents, such as subject,
verb, and object, clear to the reader.
Make the main ideas distinct from supporting ideas or
information.
Make the text coherent, so that other people can
follow the development of the ideas.
 Quick Writing

Quick writing is strategy used to develop writing

fluency, to build the habit of reflection into a learning
experience, and to informally assess student thinking.
The strategy asks learners to respond in 2–10 minutes
to an open-ended question or prompt posed by the
teacher before, during, or after a lesson.
 Quick Writing
 Purpose
Use before, during, and after reading to:
 Activate prior knowledge by preparing students for reading,
writing, or a discussion
 Promote reflection about key content concepts
 Encourage critical thinking
 Organize ideas for better comprehension
 Increase background knowledge when shared
 Synthesize learning and demonstrate understanding of key
concepts
 Reinforce vocabulary
 Provide a purpose for reading
Process Writing
Writing Process Approach
The writing process approach consists of five major
stages; the pre-writing stage, the draft stage, the revision
stage, the edition stage, then the publishing stage.
Students who make use of this approach get better grades
than those who follow the traditional one.
The Pre-Writing Stage
Steve Peha defines this stage as the first activity students
need to do before starting to write,
Students have to take their time for brainstorming and has
a clear idea about his main topic,
Here, students plan how they are going to organise their
thoughts.
The Draft Stage
The drafting stage comes right after when the student
decides about his topic and ideas,
The student, at this stage, writes paragraphs and focus on
communicative meaning,
Students may find some difficulties such as lack of ideas
and organization problems.
The Revision Stage
Students need to revise what they have written to
check the flow and sound of words since hearing the
language of the piece from an oral reading is very
important.
The piece of writing, at this stage, must be
reorganized and in the shape of a complete unit.
Students might reform the piece, add or omit details.
This stage is of paramount importance in the sense
that they can revise the structure of sentences.
The editing stage
Here, students need to reconsider his spelling, writing and
grammar mistakes and make sure his message will be
clear for the reader.
Peer and self-editing are very beneficial; students will get
to communicate with each other. Hence, correcting each
other’s mistakes
The Publishing Stage
This stage represents the act of presenting written work to
an audience,
The product must be finished and posted on a school
magazine, online etc.
Writing Assessment
Traditional way of correcting students’ writing
In fact, there are various ways of providing feedback and
correcting students' essays such as teacher’s total
correction, error identification, giving comments and peer
correction. Unfortunately, many teachers if not all just cross
the students’ mistakes and give grades. (Saito, 1994; 46)
In the traditional direct error correction of students’ writing,
the teacher is the only reader who corrects students’ papers.
He just crosses or circles the students’ mistakes, writes
marginal comments and gives a grade.
Writing Assessment
This method is divided into two categories; correcting the
form and the content of students’ writing:
First, in correcting the form of his students’ writing, the
teacher examines if the students respected the form of the
model text.
Second, concerning the correction of the content, the
teacher focuses on students’ grammar, spelling and
vocabulary mistakes.
(Williams, 2003) By doing so, teachers just expect their
students to look over the correction and hope they won’t
repeat the same mistakes.
Writing Assessment
Alternative correcting method
For Penaflorida (1998), “Assessment and evaluation are
not the sole responsibility of the teacher. Teachers need to
make their students realize that paper is their own
property, thus answering the question of ownership.”
Writing Assessment
Pulverness (2005) came up with alternative correcting methods
that teachers can adopt in engaging their students in the
correction process;

Selective correction
Signposting
Correction code
Individual self-correction
Peer correction
Whole- class correction
Remedial teaching
Writing Assessment
Selective correction: In this method, the teacher focuses
on two areas of correction like tenses and spelling.
Signposting: One way of engaging students in the
correcting process is to indicate to students where the
mistake and it is the students’ role to correct them.
Correction code: In this method, the teacher uses a set of
letters and symbols to show students what kind of
mistakes they have made in their writing.
Writing Assessment
 Correction code:
 G = grammar
 P = punctuation
 V = vocabulary (wrong word)
 Prep. = preposition
 ? = I don’t understand what you have written. Please explain.
 Sp = spelling
 W.o. = word order
 T = wrong verb tense
 Wf = wrong form
 N = number / agreement (singular vs. Plural)
 ^ = something missing
 Ø = not necessary
Writing Assessment
Individual self-correction: In this method, students have the
responsibility to find out their mistakes and to correct them.
Then, the teacher checks his students’ correction and gives
feedback on the areas that the students’ need to improve.
Peer correction: As the title shows, students work in pairs or
groups to exchange their papers and give feedback to each
others’ problems. The teacher needs to check his students’
correction to make sure if they are valid.
Whole-class correction: The teacher selects common
mistakes made by students, write them on the blackboard
and correct them with the whole class.
Writing Assessment
Remedial teaching: This method takes place after
correcting students’ mistakes. If the teacher notices that
his students repeat the same mistakes, he should offer
students further explanations of the lessons where they
have problems.
Writing Assessment
The aim of these alternative correcting methods is to
engage students in the correction of their writing.
Bibliography
Samaa, AA (2012). Teachers’ feedback on students’
writing: Alternative correcting methods.
Howard. DW (n.d.). The writing process.
Thank you