TSL 3107 TEACHING WRITING SKILLS IN THE PRIMARY ESL

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TOPIC 6 (Part I) : PLANNING FOR TEACHING WRITING

6.0 SYNOPSIS
Topic 6 introduces you how to interpret the writing skills in the syllabus. It also discusses
how to select and prepare activities for teaching different levels of writing skills.

6.1 LEARNING OUTCOMES

By the end of Topic 6, you will be able to:

plan lessons to develop writing skills

design appropriate writing activities to suit different levels of learners.

6.2 FRAMEWORK
Planning for Teaching Writing

Interpreting the
writing skills in the
syllabus

Selecting and
preparing activities for
teaching different
levels of writing skills

Grading and
sequencing the writing
lessons according to
level of difficulty

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6.3

Interpreting the Writing Skills in the Syllabus KBSR English Syllabus

The focus is on developing learners writing ability beginning at the word and
phrase levels and progressing to the sentence and paragraph levels. For
learners who are able and capable, they must be encouraged to write simple
compositions comprising several paragraphs.
Attention is also paid to penmanship so that even from a young age, learners are
taught to write clearly and legibly both in print and cursive writing.
In writing simple compositions, learners are taught the various steps involved in
writing such as planning, drafting, revising, and editing. In the process, they are
also taught to use appropriate vocabulary and correct grammar to get their
meaning across clearly.
Although much of the writing at the primary level is guided, the amount of control
is relaxed for learners who are able and proficient in the language. All learners
are encouraged to write for different purposes and for different audiences.
Spelling and dictation are also given emphasis.
By the end of their primary schooling, learners should be able to write lists,
messages, letters, instructions, directions, simple poems and stories,
descriptions, simple recounts and simple reports for various purposes.

6.4

Interpreting the Writing Skills in the Syllabus KSSR English Syllabus

The approach adopted in the Standard-based curriculum is underpinned by the
following principles:

Back to basics - It is essential for teachers to begin with basic literacy

skills in order to build a strong foundation of language skills. The strategy
of phonics is introduced in order to help learners begin to read and a good
foundation in penmanship will help pupils acquire good handwriting.
Learning is fun, meaningful and purposeful. Lessons, which emphasise
meaningful contexts and the integration of language skills, allow learners
to learn by doing fun-filled activities. Contextualised as well as purposeful
activities will promote the fun element in language learning.

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6.5

Selecting and Preparing Activities for Teaching Different Levels of Writing

Skills
Activities in a lesson plan should show connectedness and progress from easy to
difficult - from modelled writing to independent writing. This is reflected in the
way the curriculum specification is organised. For example with reference to
Huraian Sukatan Pelajaran Year 4 KBSR (page 30) :
4.3 Match words to linear and non-linear representations

Level 1 4.3.1 Match phrases to pictures

Level 2 4.3.2 Match words to signs

Level 3 4.3.3 Match words to other words

When planning for writing lesson, the flow of the lesson plan should begin with
Level 1 before progressing into Level 2 and 3 for this particular matching
exercise. This is to ensure learners are able to grasp proper understanding of the
lesson and to successfully achieve intended objectives.

6.6

Grading and sequencing the writing lessons according to level of difficulty.

Teachers need to sequence their writing lessons in some logical order.
Basically, at the earliest levels, a lesson may involve providing multiple and
varied context for practising handwriting and/or spelling, teaching and creating
occasions for meaningful practice in punctuation, as well as providing occasions
for using what language they have for real communication.
At later phases the writing lessons could focus on the process involved in
producing a written document such as a letter or a story.
For samples, refer Nesamalar Chitravelus ELT Methodology:
Principles and Practice (pg.180)

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Tutorial Task
1.

Refer to the KSSR English syllabus and compile a list of writing skills as
stated in the syllabus.

2.

Collect a range of writing lesson plans from your colleagues. Identify the
level of these lessons based on the pupils proficiency levels.

References
Chitravelu, N.et.at (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti
Huraian Sukatan Pelajaran. Kementerian Pelajaran Malaysia.

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TOPIC 6 (Part II) : LESSON PLANNING

6.7 SYNOPSIS
Topic 6 introduces you to lesson planning. It also provides you with information on the
pedagogical principles for a writing lesson using the Product Approach, as well as the
stages of a writing lesson using the Process Approach.

6.8 LEARNING OUTCOMES

By the end of Topic 6, you will be able to:

state the pedagogical principles for a writing lesson using the product
approach
describe the stages of a writing lesson using the process apporach

6.9 FRAMEWORK
Lesson Planning

Pedagogical principles for a

writing lesson using
the Product Approach:
1. Controlled Writing
2. Guided Writing

6.10

Stages of a writing lesson

using the Process Approach:
1. Three broad stages
2. Based on genre

Pedagogical Principals for a Writing Lesson Using the Product Approach:

Controlled Writing
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6.10.1 Controlled Writing:

are tasks that provide practice in writing error- free sentences or

paragraphs on a given topic

is the first step towards writing composition

is useful for learners with relatively little knowledge of English, to

gain mastery of sentence patterns

is characterised by maximal teacher input and minimal learner input

(learners neither contribute ideas nor organise the writing)

6.10.2 Techniques for controlled writing through:

6.10.2.1 Substitution tables
This is a completely controlled activity which enables learners
to construct structurally and grammatically correct sentences.
6.10.2.2 Parallel writing
At the simplest level, learners need only replace selected words
(e.g. nouns and adjectives); at a more advanced level,learners
study a model, then write on a similar theme using the sentence
structures of the model text as a guide.
6.10.2.3 Question and answer technique
Learners are given notes or a text to read in order to answer a
series of questions.
Example 1:
What do you do first? (First, I )
What do you do next? (Next, I .) etc.
In this example, learners learn to write a paragraph using
sequence connectors.
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Example 2:
Last Friday, my friends and I went to Kellies Castle. I brought
a bottle of water and a camera with me. I carried a haversack as
well.
1.
2.
3.

Where did you go last Friday?

What did you bring with you?
What did you carry?

In this example the cue questions will enable learners to be

aware of the chronological organisation and narrative writing
style.

6.10.2.4 Filling in blanks

The teacher predetermines the writing skill (eg: selecting
appropriate details) or language feature (eg: noun, verb, adverb
etc.). Learners complete the writing task by filling in the blanks.

6.10.2.5 Dictation
This activity provides learners with models of sentence
structures and models of text organisation commonly used in
writing. It also allows learners to practise spelling and
punctuation
Teacher needs to provide immediate feedback by displaying the
original text, whereby learners correct their own work or do peer
correction

6.11

Pedagogical Principals for a Writing Lesson Using the Product Approach:

Guided Writing
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6.11.1 Guided Writing:

It acts as a bridge between controlled and free writing

theres more learner input in guided writing than in controlled writing

the context and form of the sentences is not imposed upon by the
teacher, but can be generated by the class together as a pre-writing
activity (i.e. short notes, list of questions, arguments for/against an
issue on the board)

6.11.2 Guided Writing Activities

6.11.2.1 Writing from class generated guidelines
from a discussion, a class may come up with notes and
questions which provide a guideline for the organisation of ideas
on a 100-word composition entitled My Best Friend.
6.11.2.2 Picture composition with skeleton outline
- based on a picture series, the teacher asks learners to
create a story based on the pictures
- the teacher writes key words on the board based on learners
responses
- learners use the words/phrases they have contributed in
order to complete the picture composition

6.11.2.3 Writing from short notes

- based on given short notes, learners write a composition.
Example:
One hot day walking home - sports practice strange box
- ground took - opened found police owner grateful
6.11.2.4 Dicto-comp (combines dictation and composition)
-

learners reconstruct a text dictated to them

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6.12

encourages learners to use specific sentence patterns and

produce specific types of writing narrative, descriptive,
argumentative or expository

Stages of a Writing Lesson Using the Process Approach:

Three broad stages
6.12.1

Stage 1: Prewriting

The teacher/the class collectively selects a topic

Learners generate ideas through discussion (whole class initiated by

teacher/pair/small group), brainstorming, listing, quickwriting and
mind- mapping

Learners organise ideas generated to be placed at the beginning,

the middle or the end of their writing.

6.12.2

Stage 2: Writing

Learners write the first draft, and make changes as they progress into
the writing stage

Learners need to be reminded of their writing purpose (e.g. to

persuade, to invite etc.) and the audience they are targetting (their
parents, their friends etc.) so that they can select the most suitable
words, style and sentence construction

Feedback is where pupils receive most guidance on how to improve

their writing skills, through questions posed by teachers and peers
-

What is the essay about?

Why are you writing about it?
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Who is your audience?

What is your favourite part?

Feedback also includes comments raised by teachers or peers, in

which the learners discover, clarify and refine what they have written.

Learners rewrite/revise their compositions incorporating insights from

the feedback session. This rewriting allows the pupils to :

make their meaning clearer through more precise words and apt relationship of ideas,
substitute a poor example for a better example resulting in a more interesting piece of
writing

add ideas,facts, details or explanations and remove anything unrelated or irrelevant

improve their introduction and conclusion where necessary

reorder the sequence of ideas or the sentences/words in a paragraph

The teacher ideally gives individual oral feedback to learners in order
for them to edit their revised compositions.
Learners proof read the revised version of their writing. The teacher
collects the work and edits them, focussing on their content,
organisation, grammar and sentence structure.

6.12.3

Stage 3: Publication
Publishing involves sharing learners writing with an audience. It is
pertinent for learners to proof-read their final piece of writing to
ensure they are error-free

Learners final writing products are best displayed on the bulletin

board, or published in the class newsletter.
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6.13

6.14

What is genre?

Anything from a menu to a wedding invitation, from a newspaper

article to an estate agent's description of a house

Pieces of writing of the same genre share some features, in

terms of layout, level of formality, and language

These features are more fixed in formal genre, for example

letters of complaint and essays, than in more 'creative' writing,
such as poems or descriptions

The more formal genre often feature in examinations, and may

also be relevant to learners' present or future 'real-world' needs,
such as university study or business.

Stages of a Writing Lesson Using the Process Approach: Based on genre

6.14.1

Generating ideas
Focusing ideas
Focus on a model text
Organising ideas
Writing
Peer evaluation
Reviewing

Generating ideas

Often the first stage of a process approach to writing

Even when producing a piece of writing of a highly conventional

genre, such as a letter of complaint, using learners' own ideas can
make the writing more memorable and meaningful

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6.14.2

Before writing a letter of complaint, learners think about a situation

when they have complained about faulty goods or bad service (or
have felt like complaining). They tell a partner about it.

Focussing ideas

Another stage taken from a process approach

Involves thinking about which of the many ideas generated are the
most important or relevant, and perhaps taking a particular point of
view

As part of the essay-writing process, learners, in groups , put the

ideas generated in the previous stage onto a 'mind map'

The teacher then draws a mind-map on the board, using ideas from
the different groups. At this stage the teacher can also introduce
some useful collocations (word combinations i.e. crying shame or
great success) which gives the learners the tools to better
express their own ideas

Sample of a generating-ideas activity:

Teacher gives a theme or situation. Teacher tells learners to
individually write their ideas for about 10 minutes, without stopping
and without worrying about grammar or punctuation.
If they do not know a particular word in English, they can write it in
their L1. Learners then compare what they have written. They are
encouraged to use a dictionary to locate the English words /
phrases which they have written in their L1.

6.14.3

Focus on a model text

The use of model texts is often prominent in product or genre

approaches to writing. Model texts will help raise learners'
awareness of the conventions of typical texts of different genres in
English.
Sample activity
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The teacher gives each group several pieces of writing comprising

of a similar genre. Each group is given a genre analysis form in
which pupils identify the features and language those writing have
in common. This raises their awareness of the features of the
genre and gives them some language 'chunks' they can use in
their own writing later on.
Example
Learners identify the function of different paragraphs in a piece of
writing. For example, in a job application letter, the functions of the
paragraphs might be something like
i)
ii)
iii)
iv)

6.14.4

6.14.5

reason for writing

how I found out about the job
relevant experience, skills and abilities
closing paragraph requesting for an interview

Organising ideas

Using model texts as earlier examples, learners can then progress

to organising their own ideas in a similar way

Based on a given topic / situation, learners come up with a draft

framework of their writing. The framework comprises of main points
and paragraphing. These framework, done either individually or in
groups, can then be pinned up around the room for comments and
comparison.

When preparing to write an essay, learners could combine some of

the ideas from their peers framework into main and supporting
statements.

Writing

In a pure process approach, the writer goes through several drafts

before producing a final version. In practical terms, this is not
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always possible as the teacher is faced with time constraint and

large classes.
Nevertheless, a teacher can work out a drafting session based on
a rotation basis among groups of learners.

6.14.6

6.14.7

The writing itself can be done alone, at home or in class, or

collaboratively in pairs or groups. Those with access to a word
processor can then use it to facilitate the redrafting process.

Peer evaluation

Peer evaluation of writing helps learners to become aware of an

audience other than the teacher. If learners are to write a second
draft, the teacher will ask other learners to comment on what they
liked or did not like about the earlier piece of work, or what they
found unclear. Their comments can then be incorporated into the
second draft.

The teacher can also respond by commenting on the content and

the organisation of ideas. At this stage, there is no final grade
evaluation yet nor correcting of details such as grammar or
spelling.

Reviewing

When writing a final draft, learners should be encouraged to check

the details of grammar and spelling, which may have taken a back
seat to ideas and organisation in the earlier stages.

Instead of correcting learners writing, the teacher uses codes to

help learners correct their own writing and learn from their
mistakes.
Here is an example of a writing correction code
Code

Use

Example

WW

Wrong word

WT

Wrong time

As our plane flew on the mountains, we

saw snow.
As our plane flew over the mountain, we
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WF

Wrong form

WO

Wrong order

SP

Spelling

Punctuation

Extra word

Missing word

RW

Re-write

see snow.
As our plane flew over the mountains,
we were seeing snow.
As our plane over the mountains flew,
we saw snow.
As our plane flue over the moutains, we
saw snow.
As our plane flew over the mountains;
we saw snow.
As our plane flew over to the mountains
we saw snow.
As our plane flew over the mountains,
__saw snow.
Plane flew mountains, snow saw.

Source : http://www.teachingenglish.org.uk/sites/teacheng/files/code.pdf

Writing correction code

This is a common tool to optimise learning opportunites from
mistakes leaners make in written homework and to encourage
the editing stages of process writing. You show the learners
where the mistakes are and then they try to correct them as a
second stage to the initial writing task.
Procedure
1. Set your writing task. Ask learners to double-space or leave a
clear margin.
2. Collect the work and correct it using the correction code.
Underline the mistakes you want learners to notice and add
the
codes, either underneath or in the margin.
Read more : Writing correction code
http://www.teachingenglish.org.uk/activities/writing-correctioncode

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Tutorial Task
1.

Select a genre and plan an outline of a writing lesson using the process
approach. Share the outline with your peers and get feedback from them.

2.

Obtain a sample of a pupils written work. Correct the work using your
own set of correction code. Show your corrections to your peers for
comments.

Reference
Chitravelu, N.et.al. (2005). ELT Methodolology: Principles and Practice. Selangor: Fajar
Bakti

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