WRITING SKILLS in teaching writing eng maj 107

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1. 2. Writing Instruction for Intermediate and Advanced Learners WRITING LESSON Designing the Lessons for Writing

2. Writing teachers of intermediate and advanced learners must help students understand the relevance of writing not only in fluency in the target language but also in learning successful other subjects. Knowing that writing is both a “ social act” and a “developmental cognitive task”, teachers can raise the students’ awareness of the different writing tasks they have to hurdle n an academic setting. 2 . Writing Instruction for Intermediate and Advanced Learners

3. Newell, Koukis , & Boster (2007) asserted the importance of writing as a tool of learning so that teachers have to engage the learners in the writing tasks commonly required in other disciplines. These includes: Note-taking: a skill in extracting and recording relevant information from different types of texts for future use. Reporting: an ability to recount and write the events that transpired, for instance, in a laboratory experiment, field trip, or group activity. Summarizing: a skill in “looking for patterns across a range of events and ideas” and presenting the information most concisely. Analyzing: an ability to break down ideas, note details, and determine relationships and causality. Journal writing: often a means for self-expression and reflection. Creative writing: “literary writing, such as short stories and poetry, that provides personal and imaginative ways of exploring ideas and experiences.”

4. Echoing this idea of contextual and meaningful writing tasks for the learners, Wilfong (2015) narrowed these tasks into three writing genres that a teacher can use as a guide inn organizing writing lessons. Narrative (recounts factual events or tells a fictional story) Informative (involves factual information) Argumentative (appeals the reason or emotion)

5. Whether the writing instruction is task or genre-based, we need to motivate our learners to write and help them write effectively. We could use the following instructional tips: Reading-Writing Connection: Reading can help provide context for writing. We can encourage our learners to write effectively by providing model texts to read and emulate or reading materials that they can analyze, react or reflect on.

6. Whether the writing instruction is task or genre-based, we need to motivate our learners to write and help them write effectively. We could use the following instructional tips: b.) Strategy Instruction: Strategy, as defined by Graham et al. (2007), refers to the “course of action for accomplishing a specific objective,” This requires one to have a clear purpose or goal, the procedural knowledge in accomplishing the task, and “will to embark on the designated course of action and the effort to see it through.” Te aching students in each stage of the writing process would allow learners to reflect on their writing habits and idiosyncrasies as writers to employ the processes involved in writing independently. Scaffolds, like model texts and writing templates, help a lot in teaching students strategies in writing.

7. Whether the writing instruction is task or genre-based, we need to motivate our learners to write and help them write effectively. We could use the following instructional tips: c.) Peer or Collaborative Writing: Yagelski (2018) asserted that writing is a “social activity” because writers often have an audience I mind and other readers who respond to or assess their written outputs. d.) Utilization of Technology Support: We cannot overemphasize the value of technology in teaching writing. Sandolo (2010), citing Karchmer-Kelin , 2007) claimed that “Internet writing practices support required curriculum standards…encourage students to think about the social implication of their work, help students learn the literacy skills necessary to be successful I the 21 st century,”

8. 3. Scaffolds in Teaching Writing WRITING LESSON Designing the Lessons for Writing

9. The following templates and suggested strategies can be useful for an engaging writing classroom: Teaching writing Mechanics Tracing Letters, Words and Sentences

10. The following templates and suggested strategies can be useful for an engaging writing classroom: b.) Teaching Planning in Writing We can help our learners have a pleasant experience. They need assistance in choosing the topic, saying something about the topic they have chosen, finding focus and support to the claims they make, and making their voice visible in their writing. But among these stages, it is important to motivate learners to write through the scaffolds that we provide. b.1) Prewriting Activities help learners generate ideas, Thes include freewriting, questioning, clustering. And listing. Freewriting – is a writing without restrictions, writing down everything that comes to mind pr feelings about the topic and about the act of writing itself.

11. The following templates and suggested strategies can be useful for an engaging writing classroom: Freewriting – is a writing without restrictions, writing down everything that comes to mind pr feelings about the topic and about the act of writing itself.

12. The following templates and suggested strategies can be useful for an engaging writing classroom: Questioning – is similar to brainstorming and is one of the easiest ways to generate ideas for writing because it is like talking to oneself or finding answers to your questions. For instance, you ask them to write about their reasons for taking up their course, using the 5Ws and H as their guide in planning their essay.

13. The following templates and suggested strategies can be useful for an engaging writing classroom: Clustering – this means collecting or grouping together ideas related to our chosen topic. We guide our students in putting their chosen topic at the center and then drawing a circle or box for every related idea and connecting these ideas with a line, like the one shown in the following figure.

14. The following templates and suggested strategies can be useful for an engaging writing classroom: Making a list- this technique can help learners in choosing the topic and narrowing the focus by simply listing all relevant ideas without worrying about the order of importance. Example; Computers can help me in my research assignment Legitimate sites On-line journals for the scholar ly written articles I can access them even in the middle of the night Be careful with those plagiarized articles Check the legitimacy pf sites and sources Easy storage of information Write as you research. Citation of sources is easy.

15. The following templates and suggested strategies can be useful for an engaging writing classroom: b.2) Other Planning Strategies 1.) RAFT – The RAFT Model by Holston and Santa (1985 as cited in Jacobson, Johnson and Lapp, 2011) is a versatile model or template that helps students produce an audience-centered and purpose-driven writing output. R - stands for the students-writer’s assumed Role A – refers to the target Audience F – for the prescribed or suitable Format/Genre in writing and T – for the Topic that needs to be developed or discussed. For instance, when we ask a learner to write a narrative paragraph or essay on their most significant summer experience, they can plan their writing as follows:

16. The following templates and suggested strategies can be useful for an engaging writing classroom:

17. The following templates and suggested strategies can be useful for an engaging writing classroom: 2.) W-W-W +2 WHAT + 2 HOW – this panning strategy offered by Graham and Harris (2011) is useful for writing short stories. The letters stand for the following: W ho is the main character; who ese is in the story? W hen does the story take place? W here doe s the story take place? W hat does the main character want to do; what do other characters want to do? W hat happens when the main character tries to do it, what happens with the other characters? H ow does the story end? H ow does the main character feel; how do other characters feel?

18. The following templates and suggested strategies can be useful for an engaging writing classroom:

19. The following templates and suggested strategies can be useful for an engaging writing classroom: 3.) CREW – this model is patterned after Toulmin’s model of argument which emphasized the articulation of a writer’s claim or position. This was later expanded into Claim, Reason, Evidence, and Warrant by Warren (2020) as cited in Wilfong, 2015). Useful in helping students write effective arguments, a claim is the writer’s position on the topic, usually a “debatable and defensible statement” (Wilfong,2015). The reason is the general support to the claim, followed by the details or pieces of evidence and concludes with a warrant to tie everything together.

20. The following templates and suggested strategies can be useful for an engaging writing classroom: