Writing in the Second Language Class

Teaching written English at elementary and lower-intermediate levels
TESL / TEFL theory from the learning and teaching experiences of Ted Power 

TOPIC - Teaching writing at Elementary & Lower Intermediate levels. Note that Beginners have no previous contact with the phonological and graphical system of language.

Writing purposes include: Copying, Messages, Lists, Forms, Formal Letters, Summary, Precis, Reports, Essays, Compositions, Recipes, signs, diaries, telegrams, dictation, memos, tests & exs, plays, stories, poetry, ad posters, dialogues, paraphrase

Two views on writing tasks - (1) Modern academic - Never ask a student to write something which they won't be called upon to write in real life. Meaningful tasks only. Why should they write a diary in English (2) Practising teachers - Ss enjoy dictations and compositions. Why shouldn't they write them? There's a need to observe Ss' wishes to some extent. Pedagogical purpose is just as valid as others.

Ss' writing often fails in the area of logic. They may be able to write 2 grammatical accurate but non-sequitor sentences. Rhetorical organisation. Coherence as well as cohesion.

Content in writing- three groups of writing tasks for Ss to perform:

(1) Within the school provoked by the teacher - Note-taking (involves copying), Coping with various types of homework. Examinations / Major test (predominately written)

(2) Outside the school in U.K. - Form filling (especially cheques), writing messages and notices (changed family, fone on excursion, 3rd person wanted for car share to London), writing personal resumes, filling out application forms for university & CFE.

(3) In future life - Postcards to old friends, booking holidays abroad, business letters. (Most Ss will not seek out possibilities to exhibit their written ability in English. Don't assume that Ss will have to do more writing than they really will) e-mail

How we Teach Ss to write.
Problem 1 Too much teaching is at Q & A level. Ss tend to wait for teachers to provide stimulus. This may be necessary at low levels to ease the memory load which beginners have to bear.

However, rarely do we witness sentences totalling more than 20 words..
Problem 2 Writing doesn't have the fillers, repetitions, hesitations, incompletions - REDUNDANCY that Oral Speech has. We cannot go back and qualify our meaning.

Principles - Actual writing: a model - 1. Language ability is exercised, not imagination or literary talent 2. Should be grammatical 3. Should be guided and organised according to accepted patterns c.f Jupp & Milne: "Paragraph Writing" 4. Written exercises should be appropriate stylistically: formal/informal, spoken/written, friendly/business. 5. Very controlled at the beginning and very short. 6. Shouldn't be allowed to write anything they have not already said (?) 7. Within their interests/ experiences 8. Within their intellectual maturity. 9. Linking/transitional expressions (markers etc) should be practised.