Top 10 Tips: Writing

Students often find it difficult to engage with reading and writing instruction and practice,
particularly when large, intimidating texts are involved. This is the second in our series of
insight blog posts, aimed at helping teachers to overcome this problem. Here are the Top 10
Tips for Writing, from teacher-trainer Olha Madylus.
Writing is the most difficult of the four language skills. In order to write well, students need to not
only have mastery of grammar, a large bank of vocabulary, know how to structure texts, and be able
to plan and edit their own writing - they also need to have ideas, opinions and imagination. They are
also expected to write things they would never normally write in their own language, let alone in
English. Little wonder that so many students dont like writing and find it hard to see any progress in
this skill.
Here are 10 tips to help you teach writing in the classroom.

1. Start small
Initially do short writing tasks in class. Writing even one good sentence is a great start. All too
often, teachers ask students at low levels to produce long texts, which they have not been
prepared for. Students will become confident with a step-by-step approach based on the success
of mastering skills one by one.
Whatever the focus of the lesson, encourage students to produce their own sentences which
incorporate the target language.
2. Provide good models and discuss what makes them good
Students need to see what they are aiming for. Ensure that lessons focusing on reading texts
include a discussion on what makes it an effective text - why is a particular description good?
Maybe because it uses vivid adjectives and builds up a picture that can easily be visualised by the
reader. Remember: just reading a lot of texts is not enough - students have to notice how they
work in order to then reproduce those skills.
3. Plan to develop different aspects of writing separately
There are so many different skills which students need to develop in order to become proficient
writers in English, they cannot be developed simultaneously. So, plan tasks in class which
develop these skills separately. Course books often have lots of writing tasks to develop
grammatical accuracy, but what about other writing sub-skills? You could create a gapped text of

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a story with no adjectives and ask students to add powerful adjectives to see how they add
colour and tone to the text i.e. using different adjectives could make it funny, serious or even
frightening.
Note which writing sub-skills your students have problems with and create tasks to address
these problems.

4. Brainstorm and input ideas

Before setting writing tasks, brainstorm in class. You can brainstorm ideas, vocabulary,
appropriate grammar etc. Encourage students to record mind maps and to use this technique
when they have to write independently or in an exam.
Often, a problem students have when writing is that they dont have the background, experience
or knowledge to write on that particular topic, even in their Mother tongue. Exploit the texts in
your course book by asking students to underline ideas they find interesting and then use them
later in their own writing. They should not be hampered by lack of general knowledge in a class
that is aimed to develop their language skills.
Use videos from websites such as Youtube or texts from the internet, English language
newspapers, or magazines to introduce the topic.
5. Provide a reason to write
All too often there is no real reason to write in class other than to have the teacher mark it! This
is not very motivating for students.
Could the class create their own chat room or blog for sharing ideas about lessons, jokes,
interests or news? What about getting students to write dialogues based on a unit topic, before
recording them with sound effects?

6. Collaborative writing in class

By always setting writing for homework, students are left isolated with little support to develop
writing skills. This means that writing rarely improves and students lose motivation and
confidence. Do writing in class and ensure that students work together, sharing both their ideas,
vocabulary and grammar knowledge.
7. Make it creative and fun
Writing doesnt always have to take the form of examination-style texts like Advantages and
disadvantages of living in a city, or A letter of application for a job.
Creative writing can encourage interesting and effective language use. For example, find
interesting pictures of pairs or groups of people (e.g. famous paintings which can be found
online) and ask students to imagine what they are thinking or saying to each other.

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Writing poems is a great way to allow students to focus on quality of writing rather than
worrying about quantity. (Have a look at Creative Poetry Writing by Jane Spiro, Resource Books
for Teachers, Oxford University Press).

8. Include writing in every lesson

Plan to have at least some writing in every lesson, so that it becomes more natural and easier for
your students to write in English.
You could create a graffiti wall in class and ask students at the end of each lesson to write on
post-its / small pieces of paper the things they liked about it. They could even write requests for
future lessons or a note of praise to a student they have noticed has worked particularly well
that day. These can be put up on the wall and read by all the class, while you can mention any
comments. Knowing that people will read your writing makes it more real and interesting.
9. Sometimes focus on accuracy and at other times on fluency
If students feel that when they write for you, you will focus on their mistakes, they may well lose
sight of the message.
Plan writing tasks so that some just focus on fluency, encouraging students to express their ideas
and what vocabulary they know. Why not have students write regular texts, emails or letters,
telling you about things going on in their lives? Dont correct these, but send back short replies
that address the message of the text.
10. Mark positively
There is nothing more disheartening than getting back your writing covered in red pen, with a
bad mark at the bottom and the comment Try harder!
Avoid using a red pen to highlight all the mistakes. Why not highlight everything the student has
done well, so they know to keep doing that in the future and make them feel good about the
effort they have put into the text. You can also be selective in marking mistakes: choose the
three most common / serious errors and focus on those. But always mention the good points in
the writing.
Remember how hard it is to write well even in your own language and that students need as much
help as possible in developing this complex skill. Encourage and dont over-correct to make writing a
positive experience for students in class.
For more ideas on writing in class, see Writing by Tricia
Hedge, Resource Books for Teachers, OUP.

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