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WRITING
Bear in mind that there are two receptive skills: listening and reading, and two
productive skills: writing and speaking.
BRAIN
Entering
language
Internal
processes
Receptive skills:
Listening
Reading
Retrieval
of language
Productive skills
Speaking
Writing
also need a clear purpose of communicating your ideas and organising them into a message,
and then express your purpose in an appropriate style.
Subskills inside the classroom
It is advisable to make a clear difference between the writing subskills (accuracy
and communicating efficient messages) inside the language classroom. In language
teaching, there are two main types of language activities based on this difference: accuracy
activities and communicating efficient messages activities. Accuracy activities are based on
grammar (phonology, morphology, lexis and/or syntax), but communicative activities are
based on contextual communication regardless the grammatical issues included in the
activity.
It is also important to make learners write according to their age. With young
learners, activities must be as simple as to write only one word. An exercise of gap-filling,
for example, would be suitable at this age. See example below where young learners need
to choose and write only one word.
I write with my _______
I eat with my ______
I play with my _______
The complexity of writing needs to be linked to the learners age and level of
language.
Steps for writing
At intermediate or higher levels of English (teenagers and adults), experts advise to
follow several steps in order to write more complex texts. See the following table.
BRAINSTORMING
DRAFT
EDITING
PROOF-READING
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