Writing and language accuracy

Introduction
When we speak a language, it is possible to make mistakes and still get your ideas
across. Many native speakers of English make small mistakes when they speak and
their sentences are often incomplete. Non-native speakers also make mistakes but
can often still communicate effectively.
When we write, we often ensure that our use of language is correct. Written
language is fixed and people can look at the language you produce again and again.
As a result, being accurate when you write is important for many language users,
both native speakers and non-native speakers.
Common learner problems
Here are three common learner problems associated with writing and language
accuracy:
1. Learners use of verb forms is inconsistent.
2. Learners spelling and punctuation is incorrect.
3. Learners use simple language as a way of avoiding more complex structures.
Task
Think of a group of learners that you are familiar with. Rank the three problems from
the biggest to the smallest for those learners. Give reasons for your answer.
Input
Why do learners have these problems?
Verb forms
The problems that learners have with verb forms in written language can often be
similar to those they have in spoken language. Often the learners first language
plays a role, but often it just means learners havent managed to learn and acquire a
particular form. This means teachers need to provide feedback on mistakes and
revise verb forms that are problematic.
However, there are some specific verb forms that are found more commonly in
written language. A specific example is the passive. This verb form is frequently
used in written descriptions of processes (for example, how something is made) or in
reports where it is not necessary or possible to say who did something.
A key consideration with verb forms is to focus on them in context. Different genres
include specific verb forms. For example, narratives are likely to include the past
simple, past continuous and past perfect. It makes sense to focus on these verb
forms when getting your learners to write a narrative of some kind.
Spelling and punctuation
Learners often find English language punctuation difficult because of the differences
with their first language. For example, in English, capital letters are used on
adjectives to describe nationality and also on the days of the week whereas in other
languages they are not. Punctuation can be very difficult for learners who speak a

language that does not use a Roman alphabet. Learners need to understand and
practise the conventions associated with English punctuation.
Many languages have a direct relationship between the pronunciation and spelling of
words. This is not the case in English where words that are spelt in the same way
are pronounced differently (for example, enough, through, cough, thorough). While
there are a few patterns associated with English spelling, they are probably not
systematic enough to be worth trying to remember and apply. It helps if teachers can
think of fun and motivating ways to assist learners remembering English language
spelling.
Complex structures
Complex structures involve joining different ideas together. This process is
grammatically more challenging than just writing a simple sentence with a subject,
verb and some kind of complement. When writing complex sentences, learners need
to be able to understand what the main idea of the sentence is and what idea (or
ideas) supports the main idea. It also means learners have to work out where a
linking word is placed and what form different verbs will have.
Rather than try and deal with all this, learners often play safe and use only simple
structures in their writing. However, this can make their writing seem unsophisticated.
If learners need to write in English and communicate ideas that are more complex
then they need to know how to use a great variety of structures so they can
demonstrate their ability to manipulate a broader range of written language.
In the classroom
Here are some practical tips for dealing with language accuracy in writing classes.
Verb forms
Collect in some written work from your learners. Read it all and decide which verb
forms most learners are having a problem with. Hand back the written work and ask
everyone to look at their text again and indicate which verb forms they need to keep
in mind. Ask for feedback and get learners to volunteer problem examples that they
have corrected (you could identify this when you monitor).
Spelling
Over a period of a week (or a month), make a note of learners spelling problems.
Do a noughts and crosses (tic-tac-toe) competition. Learners are in two teams one
noughts, another crosses. Each team has to win a square. In order to win a square
they have to spell one of the problem words youve noted correctly.
Punctuation
Create a text with a punctuation mistake in each line and give this to your learners.
Learners work in pairs to identify each mistake. Get them to think about the mistakes
they had most problems identifying.
Complex structures
Find a well written paragraph that includes examples of complex structures. Rewrite
it so that you simplify the complex structures. Give learners both versions. Ask them
which is the more successful version and see if they can identify more complex

structures in the appropriate version. Provide them with another simple paragraph
and see if they can make it more complex and sophisticated.
Report back
Write answers to these questions:
Which teaching idea(s) did you try?
Why did you choose that/those one(s)?
How did the lesson go?
How did the students react?
Are you going to try it again? Why / why not?