Teaching

writing
 Content
1. Literacies
2. Approaches to student writing
3. Creative writing
4. Writing as a collaborative activity
5. Building the writing habit
6. Writing-for-learningr writing-for-writing
7. The roles of the teacher
8. Writing sequences
9. Portfolios and journals
10. Writing activities
 1. Literacies
su biet viet,biet doc

Handwriting is crucial for communicationr especially for students

1 with native-language orthography - su chep chinh ta- who may
struggle with English letters. Encouraging improvement is
essential to influence reading comprehension.

Spelling is a challenging task for English studentsr but improving

2 involves focusing on common spellingsr exploring pronunciationsr
studying rulesr listening to recordingsr and reading from written
models.
 Exampl
e
Handwriting : Brain Development
• Handwriting stimulates brain development.
• Involves hand-eye coordination and language skills.
• Not fully replaced by typing.

Spelling plays an important role in writing.

• Correct spelling helps
communicate effectivelyr
• Improves language skills
 1. Literacies
Layout and punctuation:
• Different writing communities and languages have
their own specific rules for punctuation and layout 3
that vary across genres.

Text construction
4 • Text assembly and coherence.
• Genre sequence and cohesion.
• Cohesive devices like lexical chains and pronouns.
0
2. Approaches to student writing

Source: British Council

 5 stages of process approach writing

1. pre-
2. drafting 3. revision
writing

4.
4. editing
publication
 Genr
• e genre in which they are going to
Students need to know the
write that is a part of the prewriting phase.
• Essential features of genre writing:
+ Think carefully about the context they are writing for
+ Identify the audience they are writing for
+ Look at how typically effective examples of writing in the
genre are constructed.
 3. Creative writing
what is“creative writing”?
-> imaginative tasks, such as writing poetry, stories and
plays

ffhy students should write this “imaginative tasks”?

->Most notably feature, the final outcome is often seen as
an achievement, leading students to take pride in their
work.
take great pride correct and appropriate language
self-discovery

kind of achievement strive harder

personal experiences input-output cycle

 input-output cycle

class notice
website board

anthologie TAP THO, VAN XUOI class magazines

 “Writing imaginatively is not difficult.”
- > ‘build the writing habit’r providing students with
motivatingr straightforward (short) tasks

short story personal essay

4. Writing as a collaborative activity
Collaborative writingr whether focusing on the writing process or genre
studyr offers benefits such as enhanced reviewing and idea
generation.

Collaborative writing can be facilitated through physical or virtual meansr

allowing for group participation and small changes during the writing process.

reviewing idea online offline

 4. Writing as a collaborative activity

1 2 3

Physical or virtual means Online platforms like

Writing, research,
(allowing for group Facebook, Twitter and
discussion,
participation and small Tiktok(where students to
peer evaluation,
changes during the writing share their work, ask
and group pride, can
process) questions,and offer
be highly
feedback) motivating
and rewarding for
students.
For example

Teacher asks students to:

put into small groups (3-4)
write a short article
Share around
Feedback
 5. Building the writing habit
Identifying Barriers: Students may lack confidence and enthusiasm in writing due to various
1 reasons such as limited experience in writing in their first languager feeling like they have
nothing to sayr or struggling with generating ideas.

Promoting Writing Habit: Encouraging regular writing practice is crucial to normalize writing in
2 the classroom. Activities like quick writesr responding to musicr or dictating half-sentences can
help build enthusiasm and confidence in writing.

Building Fluency: Incorporating quick write activities into lessons can improve students'
3 writing range and speed. Providing time limits and encouraging continuous writing without
looking back or crossing out words can help students develop fluency.

Providing Patterns and Schemes: Offering models or frameworks for writingr such as
4 postcard-writing or simple poemsr can give students confidencer especially at lower levelsr by
providing structure and support.
 5. Building the writing habit
Using Pictures as Stimuli: Utilizing pictures as prompts for writing activitiesr such as describing
5 images or creating stories based on themr can stimulate students' imagination and engagement
in writing

Implementing Writing Games: Incorporating writing gamesr such as story reconstruction activities
6 or group story creationr can make writing enjoyable and foster collaboration among students.

Focusing on Enjoyment and Practice: Emphasizing writing for fun and practice rather than
7 solely as a skill can motivate students to engage more in writing tasks

Providing Adequate Support: Ensuring students have enough informationr language supportr
8 and ideas to complete writing tasks without feeling overwhelmed or lacking direction is
essential. Howeverr balancing support with fostering creativity is also important.
 5. Building the writing habit

= STOP
Encouraging Creativity: While providing support and guidancer it's important not to stifle
9 students' creativity by overwhelming them with too many ideas. Encouraging them to explore
their own thoughts and ideas while writing is crucial.

Continuous Improvement: By consistently providing interesting and enjoyable writing tasksr

1 along with appropriate support and guidancer educators can help students develop their
0 writing skills and build a lifelong habit of writing.
6. Writing-for-learning (1)r writing-for-writing (2)

1 2 Example

Writing-for- Writing-for- Writing-for-learning:

learning is writing is aimed at
training their ability Write three sentences using the 'going to'
writing aimed at
to write, improving future tense.
helping
writing skills
students learn
language or Writing-for-writing:
- Build writing skills ->
testing their use Writing-for-writing Write a short story about a magical
language as often as is adventure.
proficiency appropriate
 7. The roles of teacher

a. Motivator
- One of the principal roles in writing
tasks
- Requires special and prolonged effort
 7. The roles of teacher

b. Resource
- Ready to supply information
and language where necessary
 7. The roles of teacher

c. Feedback provider
-Giving feedback on
writing tasks demands
special care.
- Responding positively and
encouraginglyr especially to the
content of what the students
have written.
7. The roles of teacher
Feedback and error correction

•Strategies for correcting may vary.

• If students are not able to self-correct,

do some additional focused work on
the area giving problems.
 8. Writing sequences
1 2 3 4

Circulate and
Put the When they have prompt the
students in chosen their students with
individual or time periodr your own Discuss what
pairs or small ask them to suggestions. Help they will put in
groups and ask have ideas them with any the thesis of
them to choose about what language they their topic.
a topic. they choose. are having
difficulty with.
 8. Writing sequences
5 6 7 8

Depending on their Ask students to

levelr discuss with reread the entire Comment and
them about how Allow time for essay to check evaluate essays
they want to students to the structure and according to
develop their write their logic to correct set standards
ideas. essays grammarr syntaxr and
and spelling requirements.
errors.
 9. Portfolios and journals
• The use of portfolios, particularly the European Language
Portfolio (ELP), in educational settings aims to assess
and encourage students' language learning.
• Portfolios are seen as a fairer alternative to final exams
and promote pride in students' work.
• The ELP comprisesa LanguagePassport, documenting linguistic and
cultural identity; a Language Biography, allowing
students to set goals and reflect on language
learning experiences; and a Dossier, where students keep
examples of their work.
• The use of reflective journals, listening logs, and
negotiated - DUOC thuong luong- terms for responding
to student writing are also highlighted as
valuable tools in language education.
 10. Writing Activities
Writing activities should align - song song - with the lesson's themer
requiring students to demonstrate their understanding through wordsr
sentencesr or paragraphs.

Accuracy Activities: Students understand the structure and language features. The
teacher should focus on correcting the structures and language
Fluency features focused on in the lesson.
The teacher set up a similar activity where ‘ free’ or uncontrolled
Activities: practice is offered to students. Student practice again without
immediate feedback and allows the student to follow on from
practice activities and examples.
 Accuracy Activities

Beginners Elementary

• Writing letters • Completing simple forms

• Spelling practice • Writing short stories

• Personal information • Memory games

• Completing fill-in-the-blank exercises • Defining words from images

 Accuracy Activities

Intermediate Advanced

• Writing longer stories • Advanced versions of previous tasks

• Rewriting news headlines • Technical vocabulary practice

• Drafting essays/speeches • Exploring literary genres

• Writing and speaking for a minute • Academic text structures

about an object
• Speed writing
 Fluency Activities
Beginners Elementary

• Writing personal information • Explaining the meanings of

symbols/images
• Free writing practice with lettersr
wordsr and simple sentences • Writing freeform letters/emails
• Writing short thank-you letters • Writing simple newsletters/emails
• Daily diary writing • Social media-style personal diaries
• Drawing comic strips • Designing postcards
 Fluency Activities
Intermediate/Advanced

• Rewriting news headlines into complete sentences

• Speed writing: given a word or topicr write as many

sentences as possible in 2 minutes

• Correcting punctuation in unpunctuated texts

• Writing academic paragraphs

• Crafting essays
1. what is appropriate oder of writing process?
pre-writing - drafting - revision - editing - publication

2. which activity is used for while-writing?

the sts write a recount about when they did sth special with thier family
dicuss picures of the topic
the teacher walks around and observes the students writing process. the sts hand in their
recounts onece they finish
devide sts into groups, assign paragraphs and discuss the content of paragaph

3. controlled or ACCURACY activities should enable sts to practice structure or language/

grammar development with immidiate feedback or correction from the teacher.
a,accuracy
b,free
c, guided
d, fluency
4. FLUENCY or free activities need to allow the student to demonstarte their understaning on
their own. see below for exmaple writing activities.

5. which is NOT accuracy writing activity?

filling in a gap fill activity
spelling a word correctly
write a short personal description for a social media account
sts write the words next to the picture

6. NOT free writing activity?

the teacher provides a list of icons/pics,sts then write the meaning in full
sts use proverbs to write the sentences (tuc ngu)
sts write a description of the favourite teacher
sts write a recount of their weekend events

7. the teacher shows one word or topic to sts. they then have 2 mins to write as many sentences
on that topic as they can. the idea is to practice fluent writing on any topic using correct
sentence structure. this activity is called:
7. the teacher shows one word or topic to sts. they then have 2 mins to write as many sentences
on that topic as they can. the idea is to practice fluent writing on any topic using correct
sentence structure. this activity is called:

comic strip writing

running dictation
speed writing
daily dairy

8. we can get