CHAPTER 7: WRITING
Writing is a productive skill and, as such, the way we treat it in class has some similarities with the teaching and learning of speaking. The focus of this chapter will be
longer written assignments and creative writing; we will not cover written exercises that are designed to practise a language point. Let’s first of all review what was mentioned
in Chapter 4 and apply the principles to the teaching of writing.
The key elements to consider in the teaching of writing are:
7.1 Language
It is essential to make sure that your students have the level of English required to do the task. Analyse any tasks for language required before deciding whether to use it in
class. If you are using an activity from an EFL resource, then there should be comments on the language required. If you don’t have any guidelines on the language
required, think about how you would do the task yourself and what sort of language you’d use. Check whether the level is suitable, and then decide how you will revise and
practise language items with your students. This language work can be done in the same lesson as the writing activity or in a previous lesson. At higher levels upper-
intermediate and above, this language review can be very brief. Depending on the type of written task, the language work might include analysis and practice of genre.
Genre refers to a type of writing, e.g. recipes, lonely hearts ads, newspaper articles that have similar organisation and language. Language study might also involve work
on linkers, for example: although, furthermore, alternatively. Students also need to be aware of the level of formality that is required; for example a business letter will be
more formal than a postcard or e-mail to a friend.
7.2 Time for preparation
Allow students time to prepare their ideas; they can do this individually, in pairs or in groups. You can also work on the topic as a whole class and integrate other skills work
before students start planning their writing. For example before planning a piece of writing about environmental issues, you could do some or all of the following: read a
text on the topic, listen to a recording and discuss the subject in class. If you don’t have time for lengthy preparation, you should at least brainstorm ideas with the class.
Once students have their ideas, they will find the actual writing easier.
7.3 Reason for writing
Students need to have a reason or purpose for writing, even if this reason is fictitious. If you identify the audience, i.e. who the intended reader is, you will add a sense of
purpose. For example, if you want students to write a description of their town, tell them it is for inclusion in a brochure or on a website for tourists to the area. You might
even decide to send their work to the tourist information centre
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7.4 Creating interest in the topic and activating students’ knowledge
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