Strategies for writing
Lessons from good language writers.
Adapted by Santiago OSPINA GARCIA from: Gordon, Louise (2008). "Writing and good language learners" in C. Griffiths (ed). Lessons from good language learners. Cambridge University Press: Cambridge, pp. 244-254.
Adapted by Santiago OSPINA GARCIA from: Gordon, Louise (2008). "Writing and good language learners" in C. Griffiths (ed). Lessons from good language learners. Cambridge University Press: Cambridge, pp. 244-254.
Good writers read.
For anyone interested in writing, even in their first language, reading is invaluable, and this is no different for those trying to learn a new language. Among other benefits it can help them to develop ideas for an assigned writing task as well as to build the rhetorical structures and vocabulary required to express their ideas for a specific purpose. Learners must be keenly aware of how reading helped them to write more effectively. Whenever they are given a writing task their first destination would be the library or the Internet. Referring to the Internet is not a matter of putting herself at the mercy of its magnitude; there are specific websites and publications learners would consult, and this would be where their preparation to write would begin. Reading would not only help the learners to generate ideas before beginning to write, if they found themselves floundering mid-task they would again go back to reading, not just once but as many times as necessary.
Good writers attend to vocabulary.
A large and appropriate vocabulary is an essential tool for those wanting to express themselves in a new language and learners must be especially aware of how reading helps them build the foundation necessary to express their ideas in writing. This they would not leave to chance. When reading they would make notes of new vocabulary in a book designated for this purpose. As well as defining the word as appropriate to her needs, they would record how the word had been used. When writing they would experiment with the use of the new vocabulary, using the context in which they had seen it used as a guide. As well as using the vocabulary they encounter while reading, they would use unfamiliar vocabulary from a dictionary, even if they were not sure whether they are using it correctly.
Good writers develop strategies to manage a degree of uncertainty.
For those learning a new language, there are many uncertainties: uncertainty about the requirements of a task, uncertainty about how to express our ideas or uncertainty about our own ability to do either. One of the problems when learning a foreign language is that we are learning to write while learning the language. We must be prepared to negotiate the difficulties intrinsic to operating within this zone of uncertainty. We can, for example, use unfamiliar vocabulary with the intention of better developing our understanding of how this word is used within the context of a given subject. We should not, however, use this vocabulary merely at random: through reading we should identify this vocabulary as essential to effectively expressing ideas on a designated topic. So, we should analyze features of an effective text and decide how we can inspire ourselves from that text.
Good writers attend to meaning.
Students must understand clearly the required task. This means that once they start looking for ideas, their reading would be more focused. Before beginning to write they plan, and, this should involve writing out topic sentences. Once they have drafted their ideas, they would revise their writing, checking that the supporting ideas were relevant to the main ideas, and that the meaning was clear throughout.
Good writers attend to grammar.
Attention to form was identified by Rubin (1975) and by Griffiths (2003) as typical of successful language learners. Learners should not allow grammar to impede their flow of thinking, but they should also take care of their grammar while and after writing.
Good writers work with their writing until it effectively responds to the set task and the ideas expressed are clear and coherent.
Learners should be prepared to independently revise their writing for relevance and clarity before submitting it to their teacher. And, if the task involved them re-composing their writing, they should be prepared to exert themselves in order to improve the relevance, appropriacy and clarity. And doing this is no small task. For example, in order to produce 500 words a learner could be sitting down for several hours. It is the process approach to the teaching of writing which encourages the learner to revise until both the meaning and form of the writing are purposeful and clear.
Good writers actively generate their own interest to write.
Motivation is an essential characteristic of successful language learners. Attending to all that needs to be done in order to improve the ability to write requires persistence. From the start to the finish, good writers retain their motivation, be it intrinsic or extrinsic.
Often this is no small achievement, for frequently the learner will be required to write on a topic that fails to ignite any flame of interest. Good writers, however, navigate their way around this initial disinterest. How? Learners can read to generate ideas and to generate vocabulary and to generate interest.
Good writers create opportunities to write outside the classroom.
It is the writer who uses the language reflectively outside the classroom who is most likely to benefit. For example, in the keeping of a journal or writing letters there is the opportunity to gain a fresh perspective on what is being learnt and to obtain valuable practice and reinforcement. So just as Rubin (1975) says, it is the good language learner who creates opportunities to learn and develop skills rather than passively waiting for opportunities to arrive.
For anyone interested in writing, even in their first language, reading is invaluable, and this is no different for those trying to learn a new language. Among other benefits it can help them to develop ideas for an assigned writing task as well as to build the rhetorical structures and vocabulary required to express their ideas for a specific purpose. Learners must be keenly aware of how reading helped them to write more effectively. Whenever they are given a writing task their first destination would be the library or the Internet. Referring to the Internet is not a matter of putting herself at the mercy of its magnitude; there are specific websites and publications learners would consult, and this would be where their preparation to write would begin. Reading would not only help the learners to generate ideas before beginning to write, if they found themselves floundering mid-task they would again go back to reading, not just once but as many times as necessary.
Good writers attend to vocabulary.
A large and appropriate vocabulary is an essential tool for those wanting to express themselves in a new language and learners must be especially aware of how reading helps them build the foundation necessary to express their ideas in writing. This they would not leave to chance. When reading they would make notes of new vocabulary in a book designated for this purpose. As well as defining the word as appropriate to her needs, they would record how the word had been used. When writing they would experiment with the use of the new vocabulary, using the context in which they had seen it used as a guide. As well as using the vocabulary they encounter while reading, they would use unfamiliar vocabulary from a dictionary, even if they were not sure whether they are using it correctly.
Good writers develop strategies to manage a degree of uncertainty.
For those learning a new language, there are many uncertainties: uncertainty about the requirements of a task, uncertainty about how to express our ideas or uncertainty about our own ability to do either. One of the problems when learning a foreign language is that we are learning to write while learning the language. We must be prepared to negotiate the difficulties intrinsic to operating within this zone of uncertainty. We can, for example, use unfamiliar vocabulary with the intention of better developing our understanding of how this word is used within the context of a given subject. We should not, however, use this vocabulary merely at random: through reading we should identify this vocabulary as essential to effectively expressing ideas on a designated topic. So, we should analyze features of an effective text and decide how we can inspire ourselves from that text.
Good writers attend to meaning.
Students must understand clearly the required task. This means that once they start looking for ideas, their reading would be more focused. Before beginning to write they plan, and, this should involve writing out topic sentences. Once they have drafted their ideas, they would revise their writing, checking that the supporting ideas were relevant to the main ideas, and that the meaning was clear throughout.
Good writers attend to grammar.
Attention to form was identified by Rubin (1975) and by Griffiths (2003) as typical of successful language learners. Learners should not allow grammar to impede their flow of thinking, but they should also take care of their grammar while and after writing.
Good writers work with their writing until it effectively responds to the set task and the ideas expressed are clear and coherent.
Learners should be prepared to independently revise their writing for relevance and clarity before submitting it to their teacher. And, if the task involved them re-composing their writing, they should be prepared to exert themselves in order to improve the relevance, appropriacy and clarity. And doing this is no small task. For example, in order to produce 500 words a learner could be sitting down for several hours. It is the process approach to the teaching of writing which encourages the learner to revise until both the meaning and form of the writing are purposeful and clear.
Good writers actively generate their own interest to write.
Motivation is an essential characteristic of successful language learners. Attending to all that needs to be done in order to improve the ability to write requires persistence. From the start to the finish, good writers retain their motivation, be it intrinsic or extrinsic.
Often this is no small achievement, for frequently the learner will be required to write on a topic that fails to ignite any flame of interest. Good writers, however, navigate their way around this initial disinterest. How? Learners can read to generate ideas and to generate vocabulary and to generate interest.
Good writers create opportunities to write outside the classroom.
It is the writer who uses the language reflectively outside the classroom who is most likely to benefit. For example, in the keeping of a journal or writing letters there is the opportunity to gain a fresh perspective on what is being learnt and to obtain valuable practice and reinforcement. So just as Rubin (1975) says, it is the good language learner who creates opportunities to learn and develop skills rather than passively waiting for opportunities to arrive.
Metacognition activity – Learning strategies
Adapted and prepared by Ana María Sierra (Universidad de Antioquia, Colombia)
from: Rubin & Thompson (1994). How to be a more successful language learner. Boston: Heinle & Heinle
Adapted and prepared by Ana María Sierra (Universidad de Antioquia, Colombia)
from: Rubin & Thompson (1994). How to be a more successful language learner. Boston: Heinle & Heinle
Strategies for writing.
- Have someone else look at your writing. Many people do not see their own mistakes.
- Use what you know. Use familiar words, phrases, and sentence patterns you have learnt or seen in target language texts. They are more likely to be understood.
- Avoid excessive reliance on the dictionary. If you have to look up a half-dozen words to write a ten-word sentence, there is a high possibility that the sentence will not be comprehensive. Every time you look up a word in a dictionary, you run the risk of picking the wrong one.
- Imitate. Imitate native speakers’ writing. For instance, in writing a response to a personal note, look at the format, the way in which the writer of the note addressed you, how he started and ended the note, etc.
- Plan before writing. A successful text is one in which sentences build meaning in relation to each other and the overall topic. Therefore, you should consider the function of each sentence in light of its relation to the main topic in order to provide readers with a clear sense of purpose.
- Revise. Writing does not begin or end with one draft. Revise at all levels.
- Check your grammar. Sometimes grammar mistakes can make your writing difficult to understand, for example, if you use past tense instead of future. Review what you have written for grammatical accuracy. Check with someone if you are not sure.
- Enlist your teacher’s cooperation. Establish a channel of communication with your teacher regarding writing and teacher’s comments by asking for feedback on grammar and other errors.
- Look for regular patterns in spelling. Look for regular sound-letter correspondences. If there is a rule, remember it and apply it when in doubt. If there is no good rule, check the spelling of the word in a dictionary each time you write, until you remember the correct spelling.
- Avoid misspelling the same word over and over again. Most people find that they misspell the same words all the time. This can be avoided by making a list of such words to refer to or by developing other techniques to help you remember the correct spelling.
- Find out similarities and differences in punctuation between your own and the foreign language.
- Learn punctuation rules and apply them.