Section 3

Writing Process

Writing follows a process in the same way that reading does, but in the reverse. As with reading, fluent writers often use this process unconsciously, without thinking about it. Tutors will review the process used in writing and then look at each step more closely. Once they know and understand the steps used, they will be able to teach writing to their learners.

Activity A

The steps involved in writing

A key concept to remember when choosing writing topics is that it is best to choose topics that matter to the learner. Topics can come from a wide variety of sources that are part of a learner’s experience or that touch on something meaningful.

It will help to work with the learner’s daily writing needs, such as writing a note to the teacher to say her child cannot come to school or writing a shopping list.

Discussion

Materials and equipment

Flip chart and markers

STEP-BY-STEP PROCESS

  1. Ask tutors to think about the last things they wrote. What steps did they take? List on the flip chart.
  2. Explain to tutors that writing follows a process and that they should therefore teach writing as a process – not a product.
  3. List the steps in the writing process on the flip chart:
    • choosing a topic
    • brainstorming
    • drafting
    • revising and rewriting
    • editing and proofreading
    • publishing and sharing
  4. Review with tutors where and how to help learners generate ideas for writing. You could use pictures and articles for ideas. You may have some lists of writing ideas in your office. Share them with your tutors.

Facilitation tip

Knowing learners will often lack confidence in their ability as writers, you can engage tutors in a dialogue about how to build a learner’s confidence at various points in the process of writing.