1. Kingdom of Saudi Arabia
King Saud University
College of Education
Prepared by:
Samar Al- Shareef

2. Each language has four major skills . The receptive
skills: listening , reading and the productive skills
speaking and writing.
Writing is a process that allows writers to explore
thoughts and ideas, and make them visible and
concrete.
writing is an act of communication suggests an
interactive process between the writer and the reader
via text.

3. We all know that writing and learning to
write, especially in a foreign or second
language is not simply a matter of
"writing things down"; the process is
very complex, and the old saying, "If you
can say it, you can write it," is very
simplistic. This would not be the kind of
writing that students should strive to
learn and teachers to teach.

4. Good writing involves the knowledge of the
conventions of written discourse in the ESL or EFL
culture as well as the abilities to (1) choose from
near synonyms the precise word that conveys one’s
meaning, (2) select from a variety of syntactic
structures . and (3) adopt a style that will have the
most positive rhetorical effect .

5. The first step in teaching reading and writing skills in a
foreign or second language classroom center around the
mechanics of these two skills .By mechanics we usually
refer to letter recognition , letter discrimination ,
punctuation, and capitalization , as well as recognition of
whole sentences and paragraphs .

6. The interaction between reading and writing has
often been in focus in the methodology of language
teaching.
The teaching of the mechanics of reading and writing has
three different goals:
•To enhance letter recognition .
•To practice sound-spelling correspondence via all four
language skills.
•To help learners move from letters and words to
meaningful sentences and larger units of discourse.

7. How do we teach mechanics?
Tree major types of recognition tasks are
used at the early stage of reading and
writing ,each type has a great variety of
drills: •Matching task.
•Writing tasks.
•Meaningful sound-
spelling correspondence
practice.

8. More advanced writing activities shift their goal from the
focus on mechanics of writing to accuracy and content of
the message. To deal with these activities we need a set of
specifications which will help the teachers and their
students:
Task Description Content Description
Audience Description Format Cues
Linguistic Cues Spilling and Punctuation Cues

9. This method emphasized speech and writing served
to achieve mastery of grammatical and syntactic
forms.
This approach stresses writing quantity rather than
quality. The emphasis in this approach is on content
and fluency rather than on accuracy and form.
Instead of accuracy of grammar or fluency of
content, the Paragraph-Pattern-Approach stresses
on organization. Students copy paragraphs and
imitate model passages.

10. Teachers who follow this approach maintain that
writing cannot be seen as composed of separate skills
which are learned sequentially. This approach links the
purpose of writing to the forms that are needed to
convey message.
This approach stresses the purpose of writing and the
audience for it. Student writers are encouraged to
behave like writers in real life

11. Teachers were mostly concerned with the final product of
writing, and what that product should ‘look’ like. The
result of such approach was that even though students
would do hundreds of grammar exercises and memorize
many vocabulary lists, they often be surprised, frustrated
and discouraged upon receiving their essays full of red
marks. They could not understand how after all that
hard work, they still had difficulty in writing.

12. A new approach appeared , based on the processes that
writers use when the write .
The principle features of this approach are:
•A view of writing as a process that can be taught.
•An emphasis on writing as a way of learning as well as
communicating.
•A view that writing assignment include a sense of audience
,purpose and occasion.
•A procedure for feedback that encourages the teacher to aid the
student to improve his first draft.
•A method of evaluation that determines how well a written
product adapts the goals of the writer to the needs of the reader.

13. Word Grammar/
Content Process Audience Organization Mechanics
choice Syntax
Controlled- to Free
Free-Writing
Paragraph-
Pattern
Grammar-Syntax-
Organization
Communicative
Product- oriented
approach
Process -oriented approach

14. Prewriting
Composing
Revision
1) Prewriting:
(It is defined by Oluwadiya* as "any structural
activities – oral, written or experiential -- that
influence active student participation in thinking,
talking, writing, and working on the topic under
focus in a writing lesson, stimulating higher-level
thinking as well as writing skills.)

15. Can you give three reasons
for why is the pre-writing
stage is important?.

16. We can use prewriting techniques as mental warm-ups
to help them get started on their writing process:
-Oral group brainstorming - Clustering
- Dialogue writing - Free writing
- Debating - Fantasizing
- Outlining - Oral compositions
- Oral reading - Silent reading
- Interviewing - Use of pictures to stimulate
students
- Visits to places of - Lecturing
interest in the school locality

17. 2) Composing:
(focuses on organizational and mechanical
considerations)
•Writing preliminary outlines.
•Making ongoing decisions about every aspect of
writing, from vocabulary choice to syntax, style, and
organization
•Reviewing, rereading, and anticipating what will
come next .
•Reformulating and adjusting parts of the
manuscript as it evolves .
3) Revision:
•Contemplating the finished draft .
•Revising the organizational and stylistic features of
the composition
•Revising the grammatical features.

18. 1)Feedback:
With written works , feedback may be delayed by days or weeks
depending on (a)how quickly the teacher reads and corrects the
work, and (b) when the class meets.
Teachers should provide feedback that addresses the specific
instructional needs and expectations of the various groups of
student-writers.
2)correction:
The teacher should give periodic and systematic feedback on
the students’ writing .
The teacher and the students should be familiar with the
correction symbols.
The teacher should review or discuss again the patterns which
constitute a general mistake or most problem of most students.
The teacher should firmly ask his students to do the
corrections.

19. In this paper a student is trying to learn
(How to write a note to her teacher) .
Please correct her note and don’t forget
to use symbols.

20. The teacher should inform his students with the genre
they are tackling for example:
Personal letter Advertisement
Business letter Condolences
Birthday Card Curriculum vitae
Story

21. How to write a post card?

22. POST CARD
Date May 15, 2004
Stamp
Greeting Dear Noura,
My new school is nice. You can see Noura Madani
how huge it is from the picture. I'm P.O. Box 529,
Message
very happy because everyone is so Jeddah, 1291
nice and helpful. I'll tell you about Saudi Arabia
my friends in my letter.
Address
Signature Asmaa

23. Which post card is written correctly?
Why?
3/8/2004
Dear khalid,
Cairo is a very beautiful city .I'm Khalid Fadel
having a great time even P.o Box 323,
though it's quite hot during the Jizan,
day, I'll write again soon. Saudi Arabia
Mazen

24. 13/5/2004
Hi, how are you? This is the village
we're staying at. It's probably the most
Dear Fatima, beautiful place in Tunisia. The people
P.o box 158 here are very nice and the food is
Makkah, great. I bought you a nice gift. I'm sure
Saudi Arabia you will like it.
See you in 3 weeks.
Maha

25. Imagine you are a visitor in your
hometown. Send a postcard to your
friend in Egypt telling him / her about it.
Postcard