Information collection & exchange

 
 
 
 
 
 
Teaching writing 
F
techniques for teaching basic and expanded writing s
w ting process. The chapter concludes with 
 of writing in the learning and use of language 
r
it
es you to carry out frequent writing tas
to a second language, professional people may find that a good reading ability is essential, but for 
ir on the job writing tasks they may be more likely to use their native language. Thus in practical terms, 
st people do not need to be as proficient in writing as they need to be in the other language skills. 
serve two different purposes. On the one hand, they 
lp your students to learn the kinds of personal, academic, or professional writi

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their daily lives. On the other hand, writing in English has a more purely pedagogical role. It reinforces the 
the classes which you teach, whether for beginners or more advanced students, you will probably find that 
addition, students in the higher grades (secondary school and above) may need to learn how to 
rite well organized, carefully reasoned essays. The writing of one or more essays is often a requirement on 
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of how 
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Learn general spelling and punctuation rules 
Proficiency level 
inners and intermediate students 
Academic writing skills 
learning which goes on through the medium of the listening, speaking, and reading skills. 
In
you often give writing assignments as a way of following up on listening and speaking exercises or reading 
activities. In 
w
tional examinations. Widely used standardized English proficiency examinations also require such 
vanced writing tasks. (For example, the Test of Written English, requiring a half-hour composition, is now 
ilable as a part of the Test of English as a Foreign Language. The Cambridge First Certificate in English 
s a composition paper of one and a half hours.) 
ages in the development of writing proficiency 
he teaching of writing, just as in the teaching of reading, it is helpful to have a long-range overview 
In
proficiency develops. You will notice that the links between reading and writing become closer as students 
progress through the three main phases of the sequence.