Running Head: EFFECTIVE STRATEGIES FOR ENGLISH LANGUAGE WRITERS

Effective Strategies for English Language Writers

Jessica Chan
University of North Texas

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Effective Strategies for English Language Learners
As knowledgeable educators, we have been familiar with some great writing strategies
that can help our English Language Learners (ELLs). However, it is sometimes a challenge to
find the best writing strategies, as it can vary by grade level and English language proficiency in
our public schools. Despite this challenge, I have found four very critical writing strategies that
would improve ELLs who are struggling writers or are emergent writers. Writing sorts, poetry
writing, narrative writing, and allowing our ELLs to write in their native language are all great
ways to encourage our English language writers!
Writing sorts have been used hand in hand with vocabulary when working with any ELL,
as writing sorts help the student familiarize themselves with initial sounds, middle sounds, and
ending sounds of words. According to Organizing for Word Study:, writing sorts encourage the
use of analogy as students use the key words as a clue for the spelling of words that have the
same sound, pattern, or meaning (Templeton et al., 2006). Thus, a struggling EL writer may
greatly benefit from the sorting of words and then use them in order to brainstorm for ideas more
easily. One way to do this is to use PrimaryWall as a virtual wordwall to help the student sort
words quickly.
If a struggling writer refuses to write in full or complete sentences, then perhaps
introducing poetry writing will be a useful strategy. This is a great way to expose the EL writer
to the uniqueness of writing, as we all know poems can come in all kinds of forms. According to
ELL Topics from A-Z, writing poetry gives ELLs the opportunity to experiment with the
language and vocabulary, and to freely share ideas without the confinement of perfect grammar
or firm structures (Robertson, 2009). As you give the student time to read and think about
poems more often, they will feel more comfortable when its time to write.

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Another effective writing strategy that I used with my ELLs is scaffolding the student in
narrative writing. Often times, I would prepare the student for narrative writing using a
brainstorming chart, a wordless picture book, and then do a story map with the student.
According to Teaching Writing: Balancing Process and Product, creating story maps or
storyboard with a series of small drawings helps ELs develop their stories more effectively
(Tompkins, 2012). One way to go about this is to have the student draw pictures illustrating the
beginning, middle, and end of the story, and create a mountain shaped plot diagram on which the
teacher guides the student to label key events.
Last but not least, a highly important and successful writing strategy that I always carry
in my teacher toolbox is to always let my ELLs write in their native language (L1) whenever
necessary. According to Understanding Writing Contexts for English Language Learners,
students were able to develop biliterate competencies because they were allowed to use Spanish
(or any other native languages) and English, were encouraged to write in a variety of genres,
could write about both academic and social issues, and were supported in using literacy as a tool
for thinking (McCarthey, et al., 2004).
Evidently, these four effective writing strategies have all positively influenced my EL
writers to keep on writing with a positive attitude! Using these strategies have helped my student
to develop his or her identity as a successful writer, and allows for a more purposeful discussion
between teacher and student during writing conferences. Being able to build a strong foundation
of literacy is a must for our EL writers, and can easily be accomplished when you use these four
effective writing strategies!

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References
Laman, T. T. (2013). Conferences. In From ideas to words: Writing strategies for English language
learners (pp. 85-87, 94, 95). Portsmouth, NH: Heinemann.
McCarthey, S. J., Lopez-Velasquez, A., Georgia, E. G., Lin, S., & Yi-Huey, G. (2004).
Understanding writing contexts for english language learners. Research in the Teaching
of English, 38(4), 351-394. Retrieved from
http://search.proquest.com/docview/215343526?accountid=7113
Robertson, K. (2009). ELL Topics from A-Z. Writing poetry with english language learners.
Colorn Colorado. Retrieved from
http://www.colorincolorado.org/article/31170/#advance
Templeton, S., Johnston, F. R., Bear, D. R., Invernizzi, M., & Bear, D. R. (2006). Organizing for
Word Study: Principles and Practices. In Words their way: Words sorts for derivational
relations spellers (4th ed., pp. 57, 58). Upper Saddle River, NJ: Pearson Merrill Prentice
Hall.