“Words DO Come Easy” – Enhancing your writing lessons

Gladys Baya (gladysbaya@yahoo.com.ar; http://www.pageflakes.com/gladysbaya)

Abstract: Do you find it hard to motivate

your students to write? Do they tend to face
writing tasks as mere language practice
instead of true opportunities for
communication? Are you frequently
overwhelmed when it's time to correct their
products? Do you ever wonder how you can
help them profit from their mistakes? If your
answer to any of these questions is "YES",
then you must know things needn't be that
tough. In this session, we will look at the
features to take into account when
selecting writing tasks for your learners, and
suggest ways in which you can easily enhance published tasks, especially to meet the
needs of large or heterogeneous classes. Help the writers inside your
students blossom!

Understanding writing: myth or fact? What do you think? Write M (myth) or F (fact):

1. The writer is alone, in a world of their own.

2. Adults are better writers than children.
3. Good writers approach writing in similar ways.
4. Feedback contributes to enhancing writing.
5. Weak writers draft and redraft. Good writers just put thoughts down on paper.

Read the anecdote below and discuss in triads: does this text support your answers
above?

Writer to Writer
The other day I called an elementary school principal to ask if he would introduce me to one of
his students. I was working on a book of student writing samples, and I needed to talk to one
of his fourth-graders...

We met in a quiet corner of the office lobby. She was a delightful young lady, bubbling over
with insights and strategies on writing. She told me of the stories she had written: the science
lesson on lions she had written as a radio talk show, in which the whole pride was interviewed;
the fantasy about the “Land of the Garbage People,” where the entire economy was fueled by
garbage. She told me that she makes her most important decisions about revising just before
she falls asleep at night. She told me what a special thing it is to have a father who can make
good suggestions on your writing but does so only when asked. She asked me about the book
I was doing. How many other fourth-graders would be in it? How much was I writing, and how
much was I collecting? Who would be reading it? Had I ever written a book before? Had I ever
written anything before? What? We had a delightful chat, writer to writer, and then went on
with our day.
…
We hear talk these days of a community of writers. I don’t have to be convinced that it exists.
Why else would a shy child open up to a total stranger? We shared a community of interest,
and she was secure in her role there. Because I too am a writer, I have a new neighbor. And
that’s reason enough for me to keep writing.
Adapted from “Writer to writer”, by A. Frederic Cheney, as quoted in The Whole Language Catalog
p. 49

Evaluating writing tasks: 6 key questions Unscramble the letters

• Who ITEWSR?
• TAWH do they write? (genre)
• HWY do they write? (aim)
• Who would usually DEAR this text? (audience)
• HEERW is it going to appear?
• How would readers usually CREAT to a text like this one?

Before assigning a writing task, ask yourself:

To what extent does it help my students appreciate writing as a communication task?
How does it support student-writers through the writing process?

In groups of 4: evaluate the following writing task in the light of the questions
stated above:

Selected from Adventures Elementary, by Wetz (2002) (p.59)

Now, in pairs: work with ONE of the tasks on the following page. How may you
enhance it?
 Selected from Top Score 1 - WORKBOOK, by Kelly (2007) (p.45)

Selected from English Zone 2, by Nolasco, Arthur and Newbold (2007) (p.48)

Evaluating writing products: survival skills! Finish the stem sentences

Mistakes ……………………………………………………………………………………………
………………
Correction should …………………………………………………………………………………
……………
The teacher’s role at this stage is ……………………………………………………………
…………….
My main challenge when providing feedback on written products is ………………
………… ……………………………………………………………………………………………
……………………………
Can you guess the missing words?

Ten tips for responding to written products:

1. Bear the writer in mind, see the text through their e_______________________!
2. Set p_______________________, taking into account task purpose and nature.
3. If you’re teaching writing for c_______________________, do not evaluate writing as form
practice.
4. Find other a_______________________ that read for meaning, so that you can concentrate
on accuracy.
5. Be as s_______________________ in your approach as possible.
6. Vary your techniques, to keep student-writers m_______________________ and to keep
testing what works best.
7. T_______________________ yourself!
8. Do NOT correct every single m_______________________. Make a point of highlighting
assets and strengths as well as problems.
9. Make sure your feedback e_______________________ the writers to keep writing.
10. Bear the s_______________________ in mind, see your feedback through their eyes!

References:
Davies, P. and Falla, T. (2007); Flashlight 2; Oxford University Press.
Goodman Kenneth, Bird Lois and Goodman Yeta (1986); The Whole Language Catalog
Kelly, P. (2007); Top Score – WORKBOOK 1; Oxford University Press.
Nolasco, R, Arthur, L and Newbold, D. (2007); English Zone 2; Oxford University Press.
Tanner, Rosie and Green, Catherine (1998); Tasks for Teacher Education; coursebook (Units 9 and 11); Pearson
Education Limited; Harlow, England.
Wetz, Ben (2002); Adventures Elementary; (Oxford University Press)

You can make comments and watch the slide show for this presentation at:
http://www.freewebs.com/gladysbaya

Thanks for having joined me today!

Dear Emily
Thank for your email… How are you?
The name of my school is “English College”. There are thirty-five students in
my class, twenty boy and fifteen girl. My best friend is Jenny. I sit next to Jenny.
We’ve got 15 teachers. My favourite subject English. Last year, I was at this
school too. There were only twenty-five students. My favourite subject was
English. My teacher was nice. My best friend Jenny.
Bye for now.
Polly
“Words DO Come Easy” – APPENDIX

Selected from Flashlight 2, by Davies and Falla (2007) (p.35)