MEKELLE UNIVERSITY

COLLEGE OF SOCIAL SCIENCES AND LANGUAGE

DEPARTMENT OF FOREIGN LANGUAGE AND LITERATURE

Programme: MA in TEFL
Assignment of Syllabus Design and Material Development II (TEFL 601)

Topic: Developing Task of Writing for EFL Learners

Group Assignment
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Submitted to: Tadele Girmay (PhD)

August, 2017
Mekelle, Ethiopia
Introduction
1. Developing Tasks of Writing for EFL Learners
1.1. Background
Language exists in two forms. This means spoken and written. Spoken is as old as human, but it
is not permanent and long lasting. Writing is young in days but is permanent, more reliable and a
more carefully carved process (Masood, 2013).
Writing is a significant skill by which learners develop their language performance and enhance
their chance for success (Alexander, 2008). It is also highly complex area of language, especially
for L2 learners with higher level of skills of planning and organization as well as to the lower
level of skills of spelling, punctuation, word choice and soon (Richards, 2002).
On the other hand, writing skill was neglected in the field of language learning. According to
Jordans (2006), before 1960s language was identified with speech and it was describedthe
language learning process as a mechanical based on stimulus response and re eforcement.
Structural linguists and behaviorist psychology regarded writing as secondary to speech since it
was thought as speechs orthographic representation.
Accordingly, writing skill was not seen as a discipline rather it was seen as language skill which
serves as re-enforcement of learning grammatical and vocabulary knowledge. The aim was not
how to generate ideas and organize, but only to develop language skills emphasizing on formal
correcteness. In this notion, the teachers role were preventing errors that comes from first
language interference so as to develop accuracy of writing rather accuracy of writing.
Unlike structural linguists and behaviorist psychology, Chomskys innatist theory draw attention
to word; the actual process of composition with towards fluency through different approaches,
such as process approach , genre approach, elicitic approach and so on(Jordans, 2002).
 1.2.Materials for Developing writing Skills
1.2.1. Authentic Materials
The materials for developing writing skills reperesent the interface between teaching and
learning, the point at which the needs, objectives and the syllabi are made tangible for both
teacher and students.
Masood (2013), in his experimental study dealt with the efficiency of authentic materials for
enhancing the writing skills of the second language learners. He mentioned the authentic
materials were full of meaning and it was easy for the learners to choose the topic of their
interest. These authentic materials arouse a great deal of interest and also stirred their creative
faculties. This implies that authentic materials motivated students to create full meaning in
writing and relate with real world.
Authentic materials is considered as a media usually used by native speakers in their daily life
and have been created not for learning purposes bot to fulfill in language community.

According to Harmer (2007), there are several examples of using authentic materials in writing
class. Some of these authentic materials are:

I. Using Music and Pictures: Writing activities that involves pictures and make students write
freely in an engaging way. These media have abundant possibilities in the form of method.
Music and pictures are unique materials that contain a lot of vocabulary and can help the students
in developing their idea in writing activity. Through these media, students can train their writing
skill and also their listening skill.
Example: The teacher can ask students to listen to music and ask them to write the film scene
that they think it could accompany. The teacher can help their students with dictate the first
sentence of the story and then the students should continue it.

II. Newspapers and Magazines: These two of media allow students to learn about analyzing about
the genres of writing, grammar and also developing ideas. These kind of medias usually applied
in advance level because the use of language.
 Example: On the use of newspapers and magazines, the teacher can ask their students to look at
the range of different articles and ask them to analyze how headlines are constructed, and how
articles are normally arranged.
III. Brochures and Guide: Students can also use brochures and guide as their learning media.
Younger learners usually enjoy with this kind of media. These kind of media potentially
engage children and teenagers as writing serious piece of work, it also make the students
learn real language. Example: The teacher may ask students to look a variety of brochures,
and then students analyze how they put together. A teacher can ask students to write down
their own brochures.
IV. Picture Series: The techniques in using authentic materials can be done in various ways. For
example, the use of picture series in improving narrative writing skill can be done by giving
the students general structure, function and step in narrative text. After that the teacher
should give picture series to the students and ask them to make a group and write narrative
text based on the pictures.
Different Scholars describe their own understanding on guidelines in choosing materials in
writing tasks. Eventhough scholars suggest guidelines in choosing materials for writing tasks
based on their understanding, their point of focus fall on the same things. For example according
to _______________( ), the guidelines which are important in choosing materials for writing
tasks includes;

1.2.2 Relevant to Learning Objectives

This means materials must meet the needs and contexys of the learning outcomes. Example: For
example, if a teacher wants to teach descriptive writing, the materials should be on a describing
things which students can discuss about the description of things relating to what they know.

1.2.3. Students Proficiency Level

This guideline asserts that a material should not be too difficult or too easy considering the
students proficiency levels. In other words, the language used in a particular material must be
able to be understood by the students. Students are of different language proficiency. This
means, Beginner, Early Intermediate, Intermediate, etc. Thus, the task should be suitable
according to their language ability. Tasks which are too difficult might lessen students
confidence. Tasks which are too easy may make them bored.
Example; Lower proficiency students should receive materials which are easy to understand
the concept and use simple vocabulary.
1.2.4. Promote Student-centered Learning
In choosing materials for writing tasks, it should meet student-centered learning. In other words
materials should be able to give enough space for students to think critically of what they want to
write. This allows students to write critically and creatively.

1.2.5. Assimilate Culture or Literacy Background

The concept of assimilating culture in choosing materials for writing tasks illustrate that students
should be able to relate to the content of the materials. This helps students to understand and
generate ideas while writing on different tasks assigned by their teachers.
1.2.6. Based on Students knowledge and experience
Teachers have to be aware of students knowledge of current situations. Teacher could create
task based on issues that revolves around students lives. Tasks that are closely related will
definitely make students be more interested in writing and sharing their idea as well as elevating
their writing confidence.
On the other hand, Teachers have to be aware of students writing strategies. Teacher should
create task that allows students to practice using writing strategies. Tasks should be something of
that is challenging to their mind that will make them thing critically and creatively.

1.3. Steps in Writing Skill

Scholars developed different steps for developing writing skill with almost the same ideas as the
shift from form to communicative language learning was grown up.
According to Nunan (2005), Writing is the combination of both process and product. Citing to
Sokolik (2003), Nunan (2005) explains process writing as the act of gathering ideas and working
with them until they are presented in the manner of that is published and comprehensible to
readers. He strongly states about appropriate methods for ESL/EFL learners as it emphasis is on
fluency than accuracy first and it is the means to produce a good quality of final piece of writing
with accurate grammar, word choice, punctuation and so on (ibid).
According to (ibid), steps in process approach includes;
A. Pre-writing;
- In this approach, learners think about what they are going to write or think about their own
topic of writing,
- Learners collect ideas formally or informally,
B. Writing; In this approaches,
- Learners cite the ideas on a paper without worrying to its spelling, punctuation, coherence, or
order of the ideas.
C. Revise:
- The learners arrange ideas to its logical and flow of words, phrases or sentences.
D. Editting: In this,
- Practitioners correct its grammatical errors, contents, spellings and other punctuation marks
for final drafting
E. Publishing; This means getting the final version of writing process. This step also the final
steps in writing process which is the core of teaching writing.

1.4. Principles For Teaching Writing Tasks

According to Routledge, Tylor and Francis (2009), The following principles can be used to
evaluate teaching and learning activities so that the best are chosen for use. The principles can
also be used to evaluate a wrting course or the writing section of language course to make sure
that learners are getting a good range of opportunities for learning. These principles are
illustrated below;
1. Meaning-Focused Input: This principles focuses on,
Learners should bring experience and knowledge to their writing. In other words, writing is most
likely to be successful and meaningful fir learners if they are well prepared for what they are
going to write. This preparation can be done through the choice of topic, or through previous
work done on the topic ethier in the first or second language.

2. Meaning-focused Output:
This principle states that learners should do lots of writing and lots of different kinds of writing
in developing their skills. As it cited in Biber(1989) by Routledge, Tylor and Francis (2009),
different genres use different writing conversation and draw on different language features and
so it is useful to make sure the learners are getting practice in the range of genres.
It also states that, learners should write with message-focused purpose. Most writing should be
done with the aim of communicating a message to the reader, and the writer should have a reader
in mind when writing. Writing should interest learners and draw on their interests. Learners
should experience a feeling of success in most of their writing (ibid).

3. Language-Focused Learning:
According to this principles, learners should know about the parts of writing process and should
be able to discuss them in relation to their own and others writing. In other words, where L1uses
a different script or where learners are not literate in their L1, the learners should give attention
to clarity and fluency in producing the form of the written script (ibid).
4. Fluency Development
This Principles asserts that learners should increase their writing speed so that they can write
very simple material at a reasonable speed. Fluency development can occur through repititve
activities and through working woth easy, simple writings.

1.5. Types of writing activities

1.5.3. Controlled writing

Controlled writing is a practical process of reinforcing grammar, vocabulary and syntax in

context. In addition, as the students write the passage, they are using the conventions of written
English, such as indentation, punctuation, connecting words, and spelling. (Rames, 1983)
According to Atkins (1996), in controlled writing teacher has complete control over what the
students write, the aim is accuracy and there is little opportunity for making mistakes. Typically
controlled writing exercises involve copying sentences from a substitution table or filling in
blanks where only one answer is correct. Controlled writing is part of skills that the students
must learn.
1.5.4. Guided writing

Owens.R.J.(1970) stated that in guided type of writing students are given guidance from their
teacher regarding some contents by way of ideas, notes etc, but in the exercise they have some
choice and for more opportunity to make mistakes. While the aim may still be accuracy, there
should be a higher tolerance of error. Guided writing provides graded guidance in vocabulary,
and structure so that learners will not.

1.5.5. Free writing activities

Free writing is the practice of writing down all your thought without stopping and without
regarding atopic as general direct assistance from the teacher or the textbook. (John etal.1996).
In other words, free writing activities help the learner to write freely on the topic they selected or
given by their teacher.

1.6.Tasks to motivate students in developing writing skills in English

Hyland (2003), states that the tasks are fundamental in learning to write. According to him tasks
help students to develop and understand the text and writing skills. Eventhogh texts are
important as writing materials, the tasks students actually do by themselves are even more
significant in teaching writing.
Hyland(2003) divides writing tasks in to different categories;
Real world tasks: Are tasks that are based on communicative goals and delivering a message.
On the contrary, Pedagogic tasks focus on developing the learners composing skills or genre
knowledge. He emphasizes that the tasks should be based on the text the students needs to write
and the students should be able to see the link between pedagogic tasks and real world tasks
Writing skill is practical skill so that research findings suggest some tasks which can be adapted
to the students in the teaching of writing skill. Some effective ways which directly and indirectly
teach students the technical aspects of writing skill so that they can enjoy the learning. As in the
last decade, the pedagogy of English Language Teaching has been changed and the
communicative approach towards language teaching has been implemented to make learning
process alive and interesting. So, the tasks which are recommended can be used by teachers for
developing students writing skill in English. The tasks are also explained in details for example,
the way of conducting, the objective behind conducting particular task, the approximate time the
task takes to complete, the learning outcomes from the task, the assessment criterions, feedback
process.
1.6.3. Samples of Tasks for Teaching writing Skill

Task-1-writing a parallel paragraph

Approximate time required for the task of 40 minutes
Objectives of the task: To develop organization of ideas
Eg. Ato Balcha is 45 years old. He is a doctor and he works Black Lion Hospital. He studies X-
rays and he operates on patients injuries.
NAME ATO BALCHA
AGE
39
OCCUPATION SURGEON
PLACE OF WORK BLACH LION HOSPITAL
WHAT HE/SHE DOES OPERATE PATIENTS INJURY

Activity: Write similar text about the given model paragraph

Helen Adams Keller was born on June 27,1880 in Tuscumbia, Alabama, USA. She was a
lecturer as a bachelor of art and contributed her role in helping blind and deaf people. Finally she
died she died on June 1,1968.

Task-2-Dialog Construction
Approximate time required for the task of 40
Objectives of a Task: To enhance the faculty of imagination and to enable the students to
elaborate upon given inputs.
Construct a dialogue on given situation
A new film is going to be released next Friday and you are very fond of watching new movies on
the day of their release. Since your examinations are near, you know your mother will not allow
you.
Activity
Instruction: Construct a dialogue between yourself and your mother
Where in you convince her why she should allow you to watch the movie.

Task-3-Note-Making from the graph/table

Approximate time required for the task 40 minutes)
Objectives of the task:
To widen the skill of fetching information from the table and graph.
To compose a note on given information in a cohesive manner.
To instruct sentence structure in the paragraph of note.
Activity
Instruction: Write articles on recent issues and write descriptive essays about a person or place
they have recently come across.

Task-4-Email Writing
Approximate time required for the task 40 minutes)
Objectives of the task:
To develop the skill of writing an Email.
To know the format and style of writing an Email.
Activity
Instruction: Write an Email to your overstressed, cousin living in Bahr Dar, who is preparing
for his/her final term project suggesting her to join laughter club to overcome the depression.

Task-5-Diary writing
Approximate time required for the task 40 minutes
Objectives of the task
To develop the skill of diary writing.
To motivate students for free writing.
 The sample of diary Writing
24, June, 2009
Dear Diary,
I had a holiday so I woke up at 7:00 a.m. I completed my teeth-brushing and bathing at 8:00 a.m.
Then I took my breakfast in that I ate bread and butter, some biscuits, and drank some milk. I
watched my favorite program on National Geographic Channel after taking my breakfast. I
called my best friend for asking about todays planning. He told me to assemble at Park around 4
oclock in the evening. We enjoy our dinner together at the restaurant. I came back to home
around 9:30 with lots of fun. I had to complete the English subject assignment. So, I finished my
work at 11:30 p.m. I went to bed at 11:45 p.m. and fell in a deep sleep.
Activity
Instruction: write similar diary of your own experience

Task-6 General/Technical Article Writing

Approximate time required for the task 40 minutes)
Objectives of the task:
To create the awareness about types of articles writing.
To make familiar students about technical aspects of article.
To train students in writing articles.
Activity
Instruction: Write an article about the growth of education in Ethiopia

Task-7 Summarizing text

Approximate time required for the task 40 minutes)
Objectives of the task
To develop how to summarize
Activity: Summarize the following article.
Corruption in Ethiopia
There are several sectors in Ethiopia where businesses are particularly vulnerable to corruption.
Land distribution and administration is a sector where corruption is institutionalized, and
facilitation payments as well as bribes are often demanded from businesses when they deal with
land related issues. Corruption also occurs when businesses obtain permit and licenses due to
complicated bureaucracy. Public procurement is also seriously hampered by corruption, and
different types of irregularities exist, such as non- transparent tender processes and awarding
contracts to people with close connection to the government and ruling party.