Key skill

TEACHING
ADVANCED
WRITING SKILLS
 Key points
• Writing functions for Upper
• Identify and describe sub skills involved Intermediate level.

in teaching writing. • Writing functions for Advanced level.

• Outline writing activities for all levels.
• Identify challenges that make the writing
• Outline writing lesson plans for all
skill difficult. levels.
• Identifying the necessary strategies for • Activity based methodology activities
the writing skill. for all levels.

• • Approaches and techniques for the

Writing functions for Pre elementary
reading skill.
level.
• Guided writing approach.
• Writing functions for Elementary level. • Key writing skills.
• Writing functions for Pre Intermediate • Presentation skills for the writing skill.
level. • Improving adult Learners writing
• skills.
Writing functions for Intermediate level.
 Identify and describe sub skills involved in teaching writing
According to Brown (2004: 221), there are two sets of skills for writing: micro skills and macro skills. They can
also be used in teaching writing as well as assessing writing.
Micro skills Macro skills
• Produce graphemes and orthographic patterns of • Use the rhetorical forms and conventions of written
English. discourse
• Produce writing at an efficient rate of speed to suit • Appropriately accomplish the communicative functions
the purpose of written texts according to form and purpose
• Produce an acceptable core of words and use • Convey links and connections between events, and
appropriate word order patterns communicative such relations as main idea, supporting
• Use acceptable grammatical systems (e.g., tense, idea, new information, given information, generalization
agreement, pluralization), patterns and rules and exemplification

• Express a particular meaning in different • Distinguish between literal and implied meanings of
grammatical forms writing

• Use cohesive devices in written discourse • Correctly convey culturally specific references in the
context of the written text.
• Develop and use a battery of writing strategies
 Identify challenges that make the writing skill difficult
There are various challenges in writing skills:
• Lack of vocabulary: vocabulary is the basic element in building a sentence, which is the basis of writing skills.
A good vocabulary range can help students write better and more precisely while having a narrow lexical
range can impede students writing and readers’ comprehension.
• Lack of grammar accuracy: grammar plays an important role in writing since it provides information that
helps students express their ideas better. It is a structure that conveys the detailed meaning of the writer to
the reader. Having limited accuracy and range of grammar can make students face a lot of problems,
including experiencing anxiety about writing correct grammar.
• Poor spelling: having bad ability in spelling can cause obstructions when writing since students will either
add or leave letters of the words because of their habit of spelling according to their pronunciation.
• Students’ readiness: to complete a writing task successfully, physical or mental readiness is critical. If the
students are not ready, they will be challenged when learning.
• Lack of exposure to books and reading materials: many students find it very challenging to get enough
sources of information. Lack of extensive reading will make students hard to write good sentences or
paragraphs.
• Lack of motivation: if students are not motivated, they might not be interested in learning. Teachers can
motivate their students by giving positive rewards such as simple motivational phrases.
 Identifying the necessary strategies for the writing skill
• Read multiple times: Reading different materials such as books, novels, articles, and biographies can help students
enhance their vocabulary, expressions, or sentence structure and guide them into building complex phrases.
• Use sentence frames: A sentence frame is a written sentence with spaces in it for students to fill in the remaining
words to complete. Using sentence frames can help them figure out the correct structure and the flow of the English
language.
• Graphically organize thoughts: Graphically organizing is very beneficial to students since it helps them learn how to
arrange their thoughts, points, or sentences systematically using different graphics.
• Use the Four Square writing method: the Four Square Writing Method is a strategy that helps students have better
structure and write cohesively. This method requires a blank square divided into four quadrants with the topic
sentence within the centre smaller square. Then fill in the opening statements and support in the first quadrant and
the points and supporting facts in the second and third quadrants. Finally, write down the closing statements in the
fourth quadrant.
• Keep sentences simple and short: good writing is often crisp, short, and easily comprehensive. Using overly-
complicated, formal words and unnecessarily long sentences will only cause trouble for readers.
• Pratice writing: Practice writing daily through many means (e.g., taking notes, summarizing a novel, writing an email,
or writing a diary).
• Keep a journal: students should have a journal as a daily habit to write down anything they like, such as thoughts, new
phrases, unfamiliar words, etc. This can create a chance to write as much as they want in their learning language.
 Writing functions for Pre elementary level

Pre Elementary A0 At this level, students can:

- Understand and use familiar and basic phrases or
Elementary A1
expressions.
Pre Intermediate A2 - Introduce themselves and others, and ask and answer
questions about personal information.
Intermediate B1 - Interact through simple orders.
Upper Intermediate B2 Writing functions:
- Write upper and lower case letters
Advanced C1
- Write numbers
- Write basic personal information
- Write dates and times
- Use simple punctuation
- Write simple sentences
 Writing functions for Elementary level

Pre Elementary A0 At this level, students can:

- Understand phrases and use expressions for familiar
Elementary A1
situations.
Pre Intermediate A2 - Communicate in simple and daily tasks.
- Describe the surroundings in simple terms.
Intermediate B1
Writing functions:
Upper Intermediate B2 - Complete short, simple forms
- Write basic personal information
Advanced C1
- Write dates and times
- Use simple punctuation
- Write simple sentences
 Writing functions for Pre Intermediate level

Pre Elementary A0 At this level, students can:

- Understand main points of communication about routine
Elementary A1
matters in work, school, and daily life.
Pre Intermediate A2 - Deal with some unfamiliar situations.
- Produce simple texts on common topics.
Intermediate B1
- Describe aspects about themselves (e.g., experiences,
Upper Intermediate B2 events, dreams, etc.)
Writing functions:
Advanced C1
- Write formal and informal letters, emails, cards
- Write about oneself
- Describe different subjects
- Express the feelings
- Use simple punctuation
 Writing functions for Intermediate level
At this level, students can:
Pre Elementary A0
- Understand the main ideas of more complicated and
Elementary A1 unfamiliar-content texts.
- Interact more fluently and spontaneously with native
Pre Intermediate A2 speakers.
Intermediate B1 - Produce clear, detailed texts with different topics and
elaborate ideas on a topical issue, such as giving
Upper Intermediate B2 advantages and disadvantages of an option.
Writing functions:
Advanced C1
- Write low-level essays with more academic words and
various grammatical structures
- Write formal and informal letters, emails, cards
- Describe different subjects
- Express the feelings
- Have good control of spelling and use idioms
- Use pre-writing and editing strategies
 Writing functions for Upper Intermediate level
At this level, students can:
Pre Elementary A0
- Understand more complicated texts and recognize
Elementary A1 implicit meanings.
- Express themselves fluently and spontaneously without
Pre Intermediate A2 much pausing.
Intermediate B1 - Be flexible in using language for social, academic, or
professional contexts.
Upper Intermediate B2 - Produce clear, structured, detailed, and complicated texts
on difficult subjects, showing quite well competency in
Advanced C1 using language.
Writing functions:
- Write complex sentences with some errors
- Write an essay with sophisticated vocabulary
- Take notes from authentic discourse
- Have good control of spelling and use idioms
- Use pre-writing and editing strategies
 Writing functions for Advanced level
At this level, students can:
Pre Elementary A0
- Understand complicated texts with ease.
Elementary A1 - Summarize information from different sources of
information and construct opinions based on those.
Pre Intermediate A2
- Express themselves very fluently and spontaneously with
Intermediate B1 only a few mistakes that do not affect the understanding.
Writing functions:
Upper Intermediate B2
- Write narratives, reports, articles and summaries of
Advanced C1 movies, books, and events
- Use idioms, phrases and collocations with excellent
control
- Generate complex sentences with rarely making errors
- Write a detailed paragraph with topic sentences,
supporting details and conclusions
- Edit and revise drafts
 Outline writing activities for all levels
Level Topics Activities
Pre Elementary Alphabet Guess the object game
Numbers Fill in the blank
Family Copy words
Elementary Hobbies Basic personal information survey
Everyday routines Dictation
Personal information Mutiple Choice
Pre Intermediate Holidays Postcards to friends
Leisure activities Giving directions
Transport Photo captions
Intermediate Sports Letters to friends
Occupations Recipe writing
Technology Creative story writing
Upper Intermediate Travel Complaint letters
Culture Diary and Journal writing
History Dictation (detailed texts)
Advanced Global issues Essay writing
Arts Summarize the text
Business Re-write the text
 Outline writing lesson plans for all levels
Lesson plans for reading example:
Warm up: Start the session with an activity that can make the students relax and boost their energy.
Pre-task: Have an activity to introduce and set the topic for the lesson
Teaching 1: Teach some new vocabulary for the upcoming reading section
Task 1: Have an activity that aids the comprehension and application of the new vocabulary learned
Teaching 2: Have a writing activity. This process can be divided into three stages:
- Pre-writing: Help students prepare the ideas and some new vocabulary for them
- During writing: Divide into parts, can be combined with exercises.
- Post-writing: Allow students to exchange answers and correct them later on. Teachers also need to refer back to the
pre-writing vocabulary.
Task 2: Have an activity that can help students understand the lesson they have just learned.
Follow up: Have an activity to summarize the lesson and help apply the lesson to use.
Homework: Have some exercises for students to help them review.
 Activity based methodology activities for all levels
• A letter to Santa: each student is given a piece of paper. Teachers then instruct them to write what they would like for
Christmas to Santa. After the students have finished their letters, teachers collect them and put them in a box. Finally,
teachers call each student to come up and read a letter.
• Illustrative Descriptions: Teachers divide the class into pairs and give each pair a picture of a place. The students then
have to write a verbal description of the place. Finally, teachers call each pair and have them read their descriptions.
• Fantasy Dialogue: Teachers divide the class into pairs and tell each student to pick a celebrity. Then each pair must
write a dialogue between the celebrity they have chosen (teachers can suggest a background – for example, backstage
of a concert). Finally, teachers tell each pair to come up and act out their dialogue.
• What happens next?: Teachers divide the class into two teams and make two lines. Teachers then write an opening
for a story on the board – for example, “Billy went to the skatepark”. Next, teachers call each group of students to take
turns and continue the story with only one sentence. After every student has written their sentence, teachers call one
student from each group to come up and read the story.
• Summarize a Video: Teachers divide the class into pairs and show the class a video. Teachers then ask each pair to
write a summary of up to 5 sentences. Finally, teachers tell each pair to read their summary.
 Approaches and techniques for the writing skill
There are several TESOL approaches that can be applied to teaching reading.
• Communicative approach: with this approach, students can use writing skills along with listening, speaking,
and listening skills. Some techniques, including micrologues, macrologues, student biography exchange,
questionnaires, etc., can be applied to this approach.
• Free writing approach: with this approach, students can write for a given period on their favourite topics.
This approach emphasizes getting ideas and thoughts down on paper instead of paying attention to error
correction. It is also helpful for creative writing and student-generated writing task.
• Language experience approach: with this approach, students can write about a personal experience that
they have had. This approach can be used with beginner students with the aid of teachers.
• Guided writing approach: with this approach, students can apply a specific writing skill such as opinionative
writing, review writing or informative writing. The teachers can give models for each section and give
examples; students then study the example, discuss the features, and practice writing each section.
• Paragraph pattern approach: with this approach, students can analyze pieces of writing paragraph by
paragraph and copy the structure of each paragraph in their writing.
• Process writing approach: with this approach, students can produce a piece of writing following the 7 steps
writing process. This approach is beneficial for students learning about essay writing.
 Guided writing approach
Guided Writing is a teaching approach where teachers can have learners write together in a small group in the style of a
small lesson. This approach works well for any writing session with learners of all ages and abilities. It offers children
additional guidance and teachers/parents more opportunities to track learners' progress.
Benefits of Guided Writing: How to apply Guided Writing:
• Immediate feedback and guidance: teachers can detect • Teachers divide the class into small groups and
children’s problems and deal with them right away. explain the purposes of the group session
Students are also more likely to work through their • Start an open discussion for children to explain their
problems. challenges with writing
• Peer support: can have more confidence as they work in • Present the task and give some directions to each
small groups with same-levelled members. learner to help them tackle their challenge. The
• A more focused working environment: distractions are directions can be a topic, sentence starters, open-
minimized, and teachers have more time to offer their ended questions, etc.
students, as well as attention. • Have each learner work on the activity with tailored
• Space for inspiring discussion: each learner has the guidance. Teachers should have students work
opportunity to discuss with their peers any tips or obstacles silently to help each student where they need it
they want to solve. without distractions.
• Time to share: children can share their work with their • Finally, give feedback. Sharing the students’ work
teachers and peers in a more comfortable setting and be with the rest of the class is optional.
guided by their peers’ examples.
 Key writing skills
• Descriptive writing: with this skill, students will describe people, places, and objects. Higher-level students can use
more descriptive adjectives and words to describe personality and feelings.
• Opinionative writing: with this skill, students will write about their likes, dislikes, and favourite things. While
Intermediate level students should practice stating their opinion and giving a supporting statement, Upper
intermediate-level students should write essays with an introduction, body, and conclusion.
• Directive writing: with this skill, students will write directions using simple one-word commands. This skill becomes
more detailed from the Intermediate level when students break a task down into steps by using and explaining essential
vocabulary.
• Dialogue writing: with this skill, students will write to demonstrate their understanding of everyday speech and
vocabulary. For the Pre-intermediate level, students can write 3-5 word dialogues.
• Informative writing: with this skill, students will write to give information about how something works or background
information about a thing. Students can write basic informative sentences on various topics from the Intermediate level.
• Creative writing: with this skill, students will write to create their stories and characters. Students can create creative
sentence structures from the Pre-intermediate level.
• Review writing: with this skill, students will write to express opinions and use a particular structure for a piece of
writing.
 Presentation skills for the writing skill
Presentation needs oral communication and writing skills to prepare the information and presentating tools such
as PowerPoint slides, handouts, and notes.
To give the best presentation, students need to integrate different writing skills:
• Grammar skills: Students must use grammar to structure their sentences and present their ideas. Correct
grammar also gives the audience a better understanding of what is being presented.
• Vocabulary skills: Students who have a wide range of vocabulary to write can significantly support their
presentation since they can express their ideas with the perfect precision and flexible styles/
• Punctuation skills: Punctuation is a way to show the pauses and the emphasis on specific ideas or thoughts of
the students, which can, in turn, help the audience understand the message being expressed.
 Improving adult Learners writing skills
Teachers can help students to improve their writing in some effective ways:
• Give students a good reason: teachers should motivate students to write since this skill will be tremendously helpful in
their future, and they must understand that.
• Schedule regular writing assignments: teachers should ensure they schedule regular writing assignments in intervals so
that students will soon learn to expect them and will be less reluctant to complete them.
• Guide students: the extent of the guidance should be proportional to the student's level. For example, short writing
prompts such as a general idea about the topic or writing several sentences using the second conditional is a good idea
for beginners. Teachers also need to instruct students on structuring their texts into paragraphs or even need to include
some phrases.
• Use peer correction: teachers should go around the classroom, supervise and answer students’ questions after sharing
their work and correct each other. In this way, they can learn from each other’s mistakes.
• Give students the option to revise their work: teachers can ask them to revise their work and give them a chance to
submit it again. Ensure they understand this is not a penalty for handing in poor quality work but rather a chance to
learn from mistakes and improve their writing.
• Make it a positive experience: teachers should try two pieces of praise for every negative point. By mentioning what
they did right, no matter how small they may seem, teachers will let them know they are on the right path.
 5 Relevant activities

Illustrative Descriptions: Teachers divide the class into pairs and give each pair a picture of a place. The students then
have to write a verbal description of the place. Finally, teachers call each pair and have them read their descriptions.

News Report: Teachers divide the class into small groups and give each group a piece of news. Teachers then have
students read the news and write a brief verbal report. After the students finish, have them exchange their reports from
group to group to correct each other. Finally, return the report to the original group and have each group verbally report
their work.
Role-play writing: Teachers divide the class into groups of three and stick three pictures on the board of three people.
Teachers then read the situation from the picture and tell them that it is now two weeks after the party, and the people
have started to write letters to each other. Give each group role cards for them to read and tell them to pick a character
and write a letter to his or her friend with guidance from teachers. After the students have finished, teachers tell them to
read their letters.
Summarize a Video: Teachers divide the class into pairs and show the class a video. Teachers then ask each pair to write
a summary of up to 5 sentences. Finally, teachers tell each pair to read their summary.

Postcards to Friends: Teachers give each student a postcard and tell the children that this is the place they went to and
that this was what they saw. After that, teachers ask the students to write a postcard to a friend telling them about their
imaginary holiday. Once the students finish, tell them to exchange with their friends and write a response to the
postcards they have just received. Finally, teachers collect the cards and correct them.
 Lesson plan for 45 minutes class
Topic: Family members
Level: Pre-intermediate
Age: 18+
Length: 45 minutes
Language skills:
Tesol Methodology: Eclectic Approach
Lesson objectives: by the end of the lesson, students will know:
• Know new 6 vocabulary about family members: sibling, cousin, grandparents, grandchildren, father-in-law, mother-in-
law
• Know how to describe their family members using simple present
Resource: Board, marker, worksheets, pens, pictures, flashcards.
 Lesson plan for 45 minutes class
Stages Activity Description Timing Resource
Warm-up Hot seats • Teachers divide students into two teams 5 minutes Board
• Pick one student from each team, come to the board and sit on the “Hot Markers
chair”.
• Teachers then write a word on the board (related to family members).
• Team members have to describe the word without using it to the chosen
students. Who guess it first wins a point.

Pre task Introducing • Ask the students what the used words were about 0 minutes None
lesson’s topic • Introduce the topic to students
• Topic: Family Members

Teaching 1 Vocabulary • Teachers use flashcards to teach. 10 minutes Flashcards

• Teachers tell the class to keep silent and listen.
• Teachers read each word 5 times.
• Students repeat. Then teacher checks students individually or by groups.
• Vocabulary: siblings, cousin, grandparents, grandchildren, father-in-law,
mother-in-law.
 Lesson plan for 45 minutes class
Stages Activity Description Timing Resource
Task 1 Fill in the • Teachers divide the class into groups 8 minutes Board
family tree • Teachers hand out a family tree for each group Marker
• Students have to fill in the correct vocabulary for each member of the Worksheet
family tree
• After the students finish, tell them to exchange their work and correct
them together
Teaching 2 Grammar: • Teachers introduce the grammar structure by writing it on the board 10 minutes Board
Present simple • Teachers then use pictures/flashcards to describe that person as a family Marker
member. Pictures/
• Teachers explain a few times then have students practice. flashcards
• Teachers check on students’ comprehension
• Grammar point: What is/are your ... like?
They/He(she) is/are ...
For example: What is your grandparents like?
They are very old.

Task 2 Basic Survey • Teachers give each student a piece of paper with different vocabulary 8 minutes None
about different family members
• Teachers have students move around the class and ask their friends what
their family members are like to write down on the paper.
• After 5 minutes, tell the students to go back to their seat
• Have each student stand up and describe the information they have
gathered.
 Lesson plan for 45 minutes class

Stages Activity Description Timing Resource

Follow-up Rearranging • Give each student a worksheet that has disoder sentences. 4 minutes Worksheet
Sentences • Tell students to rearrange the words in those sentences.
• Tutors check the answer.
• Have each student read out loud each answer.
Homework • Tell students to do their homework in the student’s workbook 0 minutes Workbook
when they get home.

Back up Hang man • Divide the class into two teams. (4 minutes) Board
• Write down blank letters. Marker
• Two teams take turn guessing the alphabet until they can
guess the word.
• Which team gets the correct word get a point.
 Lesson plan for 60 minutes class
Topic: Animals
Level: Pre-Intermediate
Age: 18+
Length: 60 minutes
Language skills:
Tesol Methodology: Eclectic Approach
Lesson objectives: by the end of the lesson, students will know:
• Know new 10 vocabulary about animals: crocodile, dolphin, elephant, lion, tiger, bear, shark, whale, gorilla, leopard.
• Know how to use Conditional Type 2
Resource: Board, marker, worksheets, pens, pictures, flashcards.
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Warm-up Pictionary • Teachers divide the class into two teams 5 minutes Board
• Each team choose one member Market
• The chosen members will come to the board and draw the given word
• Two team members have to guess the word
• Which team gets it first win a point

Pre task Small talk • Teachers ask some students what are their favourite animals and tell 4 minutes None
them to describe their favourite animals.
• Teachers introduce the lesson’s topic: Animals

Teaching 1 Vocabulary • Teachers uses flashcards to teach. 15 minutes

• Teachers tells the class to keep silent and listen.
• Teachers read each word 5 times.
• Students repeat. Then teachers checks students individually or by
groups.
• Vocabulary: crocodile, dolphin, elephant, lion, tiger, bear, shark,
whale, gorilla, leopard.
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Task 1 Photo captions • Give each student some pictures about their previously learned animals 8 minutes Picture
• Tell the students to write the description for each picture with 2 – 3 sentences
• After the student finish, tell them to read aloud their captions for each picture

Teaching 2 Grammar • Teachers introduce the grammar structure by writing it on the board. 15 Board
Conditional • Teachers use examples to explain the grammar structures. minutes Marker
Type 2 • Then have students practice.
• Teachers check on students’ comprehension.
• Grammar point: If + S + V2/ed, S + would + Vo
For example: If I saw a crocodile, I would try to run away
Task 2 Finish the • Teachers divide the class into pairs 8 minutes Worksheet
sentence • Teachers give the topic “what you would do if you encounter an animal (e.g.,
a shark, a lion)”
• Teachers hand each pair 2 strips of paper
• Have each student write their own answer on the paper and fold them
• Teachers collect all the paper and put them all in a box
• Have each student pick a paper and read the whole sentence – for example, “If
I encounter a shark, I would …”
 Lesson plan for 60 minutes class
Stages Activity Description Timing Resource
Follow-up Small talks • Have students work in pairs 5 minutes None
• Tell students to imagine that they have a dangerous situation with an
animal, then tell them to ask and answer what they would do if they
encountered that situation.
• Have students practice speaking to each other about the above topic.
• Finally, call one or two students to present what their partner would
do if he or she were in a dangerous situation with an animal.
Homework • Tell students to do their homework in the student’s workbook when 0 minute Workbook
they get home.

Back up Running • Tutors divide the class into two teams and make two lines. Board
Spelling • Tutors say a word. Marker
• Each students run to the board write a letter until the word is
completed.
• Which team complete the word first win.
 References
AIT Exam Preparation Book
Brown, H. D. (2004). Language assessment: Principles and classroom
practices. New York: Pearson/ Longman, c2004.
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