Module 8.2 Assignment Submission: Teaching Writing
What types of writing activities are appropriate for English language learners? Imagine
two classrooms.
1. An elementary/high beginner/A-2 group of 15 university students (ages 19
to 23) in Saudi Arabia.
Well, I think, the elementary/high beginner/A-2 group of 15 university students need
special guidance for writing. Writing should be taught by taking into consideration their
cultural background, probable needs, and interest. In this case, let’s have a look at the
situation of teaching writing to students from Saudi Arabia. As we know their culture
plays a really important role in their learning and of course a teacher’s topic is heavily
influenced by their culture because they are to some extent conservative. For example,
I should take into account their age and chose topics appropriate for their ages. And I
can select an application such as a website online that has invitations to a new store
opening at a nearby mall. They will get interested in this issue as they are teenagers. I
think that this is an adequate writing task for her group of Saudi Arabian A-2 high
beginner pupils. Then I create an invitation model using the platform and use the
method of product writing and then employ the product-writing method which is a more
traditional writing strategy, also adapts it to her subject. I can give students very clarified
examples by providing a piece of writing that they may use as a model. Then students
will analyze it and will find the main components of the writing by my guidance. They
also will decide whether this invitation is formal or informal and will have some additions
or will have just some changes in the original invitation. In the end, they can put
together a new piece of writing very close to the original. In this case, punctuation may
be culturally particular, and a formal tone in the invitation may come across to the 15
Saudi Arabian students as excessively direct or rasp. I can use jumbled sentences and
tell them to scramble the sentences and put them in the correct order so that they make
sense. I can use picture dictation and describe a visual scene and repeat the
description sentence by sentence a couple of times after what they will draw the scene
of as they hear and described there. They will write and personalize it. Can you
imagine, to what extent the picture dictation will improve their writing and listening
skills? And the third one would be story perspectives where I would give them a short
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What types of writing activities are appropriate for English language learners? Imagine
two classrooms.
1. An elementary/high beginner/A-2 group of 15 university students (ages 19
to 23) in Saudi Arabia.
Well, I think, the elementary/high beginner/A-2 group of 15 university students need
special guidance for writing. Writing should be taught by taking into consideration their
cultural background, probable needs, and interest. In this case, let’s have a look at the
situation of teaching writing to students from Saudi Arabia. As we know their culture
plays a really important role in their learning and of course a teacher’s topic is heavily
influenced by their culture because they are to some extent conservative. For example,
I should take into account their age and chose topics appropriate for their ages. And I
can select an application such as a website online that has invitations to a new store
opening at a nearby mall. They will get interested in this issue as they are teenagers. I
think that this is an adequate writing task for her group of Saudi Arabian A-2 high
beginner pupils. Then I create an invitation model using the platform and use the
method of product writing and then employ the product-writing method which is a more
traditional writing strategy, also adapts it to her subject. I can give students very clarified
examples by providing a piece of writing that they may use as a model. Then students
will analyze it and will find the main components of the writing by my guidance. They
also will decide whether this invitation is formal or informal and will have some additions
or will have just some changes in the original invitation. In the end, they can put
together a new piece of writing very close to the original. In this case, punctuation may
be culturally particular, and a formal tone in the invitation may come across to the 15
Saudi Arabian students as excessively direct or rasp. I can use jumbled sentences and
tell them to scramble the sentences and put them in the correct order so that they make
sense. I can use picture dictation and describe a visual scene and repeat the
description sentence by sentence a couple of times after what they will draw the scene
of as they hear and described there. They will write and personalize it. Can you
imagine, to what extent the picture dictation will improve their writing and listening
skills? And the third one would be story perspectives where I would give them a short
1
