THE WRITING PROCESS… September 13, 2013

The process approach to writing is ideally suited to the second language learner since listening, speaking, and reading can be so naturally integrated.

Always Pre-write

Pre-writing is essential for the writer whose first language is not English. Especially at the lower levels of proficiency. Therefore, we assist second language students to generate vocabulary and grammatical structures relevant to the topic.

• Brainstorming — depending on the level of language, the writing down of ideas is done by us; followed by providing some guidance by asking questions to elicit vocabulary and structures associated with the selected topic
• Word banks generated by the students or as assigned
• Drawing and sketching — enable students to illustrate ideas for which they do not have the language
• Discussion
• Dictations
• Note-Taking

Drafting

At the drafting stage students write their ideas down using some of the notes, language, and structures generated during the pre-writing activities. Second language students especially need to be aware that their first draft does not have to be perfect and that the purpose of this activity is to get words on paper. Spelling will often not be accurate and there may be many grammatical errors. Some students may also insert words in their native language.

• Using notes taken during pre-writing activities; especially useful for second language learners whose ideas are restricted by their limited vocabulary
• Sentence completions — may address the different ways to begin or end a paragraph or a story or may focus on vocabulary needed to describe or narrate a story
• Journal writing — allows students to take risks and experiment with language; it can provide a starting point for a longer writing assignment

Revising/editing

Second language learners will also need assistance during the revising/editing stage. Changes in writing will need to address word usage and clarification of ideas, as well as grammatical accuracy, punctuation, spelling and capitalization. It is important to remember that second language students may have difficulty recognizing their own errors A self-assessment checklist may help them monitor their own writing. However, In addition, it is important that correction be done in a comfortable environment

PC TECH: English Language School in New York City