The 4 strands (Nation, 2009) enlist some of the important factors with

regard to the skill of writing, namely Meaning-focused output, Meaning-

focused Input, Language Learning Focus and Fluency Development.
Meaning-focused input entails supportive learning through listening
and reading. Whilst aiming for input, the learners must be provided
with familiar but also new learning materials which help them produce
output in the form of writing.
Meaning-focused output entails learning through writing and speaking.
It is important to emphasise on writing skill through mixing note-
writing, blog-writing, maintaining a diary etc into the bag of language
production strategies.
Fluency Development calls to focus upon existing pool of knowledge
and activities involving cementing this knowledge to gain fluency
through repetition, speed reading, etc.
Finally, Language Learning Focus is explicit or deliberate learning of
language aspects such as grammar, vocabulary, pronunciation, etc.
Although this is not sufficient as a stand-alone strategy, it can
immensely help in writing, by way of increased vocabulary knowledge,
accurate spellings, etc.

Teaching
2. Explain how each of the following types of guidance will make
writing easier and help to learn:
Blackboard composition is an effective classroom strategy where the
teacher takes the students’ ideas and sentences with the aim to write
the correct sentences on the blackboard. Discussions ensue whereby
incorrect sentences are corrected together and written on the board
and are erased. Students must rely on their learning as well as memory
to reproduce corrected sentences. This activity can help in learners’
writing confidence.

Picture composition is a good strategy for visual learners. Students

look at pictures alongside certain keywords and they must construct
sentences based on the information available. Either individually or in
groups, students can write a descriptive piece and present their written
work to be corrected. Feedback from the teacher is key in facilitating
learning here.

Discussion in L1 before writing helps students to naturally discuss and

share ideas, and also effectively substitute terminologies with L1 where
they are lacking in L2 before they dive into the writing task.

Discussion in L2 before writing helps cement existing knowledge of L2,

boosts confidence and supplies decent practising opportunity for
repetition of existing knowledge-vocabulary, grammar, structures, etc.
Students would hence have already done half the mental work required
for writing in L2 by already discussing in L2.

Principles
1. What factors are important in providing learners with a purpose for writing?

Newton (2009) posited that within each

Meaning-focused Input

Meaning-focused input entails supportive learning through listening

and reading. Whilst aiming for input, the learners must be provided
with familiar but also new learning materials which help them produce
output in the form of writing.

Meaning-focused Output
Language-focused Learning
Fluency Development

Teaching
2. Explain how each of the following types of guidance will make writing easier and help
learning.

Blackboard composition
Picture composition
Discussion in L1 before writing
Discussion in L2 before writing
Dicto-comp