The Power of Writing: The Importance of Writing in EFL Dr. JoAnn (Jodi) Crandall University of Maryland Baltimore County (UMBC) TESOL Arabia 2006

Writing: The Neglected Skill in EFL “My classes are too large.” “I don’t have enough time for writing.” “What can beginners write about?” “I’m not a good writer. How can I teach writing?”

Why Include Writing? Writing is: a form of output a means of building fluency a way of developing accuracy (in grammar, vocabulary, etc.)

Why Include Writing? Writing is: thinking made evident external memory a critical skill for academic or professional success a source of input - reading materials at the learners’ proficiency level

Reading and Writing: Complementary Skills and Practices We learn to read by reading, and We learn to write by writing. But We also learn to read by writing, and We learn to write by reading.

Some Guiding Principles Writing: is a way to demonstrate proficiency helps us discover what we do or do not know is a process (not everything needs to be graded) is more than a paragraph or essay conventions differ cross-culturally can be collaborative

Writing as a Thinking Process Writing is thinking made evident. Writing allows us to analyze and expand on what we know. Writing promotes meta-cognition.

Writing as Output Demonstration of what we know, implicitly or explicitly Opportunity for negotiation of meaning through peer interaction – at every stage of the writing process

Writing to Build Fluency Low-risk way to draw upon implicit knowledge Journals or Logs Pen or Key Pals Free-writing or Quickwrites Informal Writing: s, blogs, discussion boards

Writing to Promote Accuracy Grammar, Vocabulary, Mechanics Writing & grammar Reading & vocabulary Opportunity for: Monitoring/Need for appropriate form Focus on form/Noticing gaps Contextualized instruction Targeted feedback

Fluency or Accuracy: Not Both Important to focus on EITHER Fluency OR Accuracy Fluency: focus on meaning, use of implicit learning, risk-taking Accuracy: focus on form, use of explicit (monitored) learning, care Focus on Fluency AND Accuracy only after practice with both.

Collaborative Writing Writing does NOT need to be a solitary act. Any stage in the writing process can be collaborative (pre-writing, drafting, reviewing, revising, editing, publishing) Collaboration: Provides opportunity for meaningful communication Promotes meta-cognition and meta- discussion of writing (and language)

Getting Started: Writing with Beginners Using pictures that surprise, startle, etc. Labeling/Describing Captioning and headlining Narrating a story What led to picture? What happens next? Creating dialogue Explaining cause, comparing, etc.

A Photo-Autobiography Learner-generated autobiography Based on pictures learner takes Can be powerful source of reading material for other students With digital cameras and web pages, can be published electronically

Other Writing Activities for Beginners Language experience “stories” Document literacy – practical writing Simple s, letters, etc. Completion of frames (e.g. “About me”)

Moving to More Complex Academic Writing Focus is on final product(s) Group projects Homelessness project Task-based writing Letter to editor, academic poster, etc. Paragraphs, essays, reports

Academic Writing: External Memory Note-taking Organizing information Completing Learning Logs Responding to readings Summarizing texts

Writing as External Memory “When I speak and I’m making a lot of mistakes … they’re gone. I can’t see it. But when I am writing and somebody corrects me, I can see my mistakes and I can learn from them. Usually, if I have a problem in grammar, I can learn from my mistakes. So that’s the moment to learn grammar, through the context.” (Jaime C.)

CREATING EFFECTIVE WRITING TASKS: FAT-P Any writing assignment needs to have: F – Form (letter, , summary, report, etc.) A – Audience T – Topic P – Purpose (describe, explain, persuade, etc.)

Adapting Writing Adapting any part of FAT-P Can decrease or increase language level/ complexity by changing any part of FAT-P: Audience: Romeo and Juliet for “our little brothers and sisters” Purpose: Cliff Notes version of a summary Form: directions for an assignment Topic: Give one reason why …

Making Writing More Creative and Fun Poetry Learner English as “poetic” Creative violation of language expectations Poetry Frames Haiku, Cinquain, Diamantes Shape Poems

Creative Learner Poetry Many animals Are suffering by the man I think don’t do that

The Role of Literature Stimulus for discussion and writing Model for writing Source of interesting and meaningful input/Reading-writing link Focus for meaningful output “Window” to culture

Cultural Considerations Intercultural differences in writing expectations Intercultural/contrastive rhetoric Reader- or writer-responsible prose Direct or indirect? Explicit or implied?

Writing: Too Powerful to Ignore Even with large classes, limited time, students with limited language proficiency, insecurity about one’s own writing: It is still possible and critically important to include writing in EFL