In this module
Cambridge Veritas · Original TESOL self-study resources
Module overview
Writing instruction makes the process of creating a message available for learning. A writer must select ideas, organise them for a reader and revise language and content. Models can support these decisions without dictating every phrase. Feedback needs to give the learner something manageable to do, and the lesson must leave time to act on it. Evaluate the revised text against its communicative purpose as well as its selected accuracy focus.
Use the guides below to connect the core ideas with practical teaching decisions. Each guide contains a classroom example, an application task and a sample response. Work through the whole module, or choose a topic for a lesson you are preparing.
Explore the topics
Purpose, audience and an authentic writing task
A writing task becomes clearer when learners know who will read it and why. Producing isolated accurate sentences differs from composing a connected message. Choose an audience response that makes the task’s communicative purpose visible.
Read the guide & try the taskModel texts and genre noticing
A model can demonstrate how a text achieves its purpose. Ask learners to notice organisation, useful language and tone rather than copy it mechanically. Choose a model that is accessible and relevant to the writing goal.
Read the guide & try the taskPlanning, drafting and revising
Writing involves generating ideas, organising them, drafting and revising. These processes can recur rather than follow one rigid line. Make time for a reader response and an actual revision, not only a final corrected copy.
Read the guide & try the taskPeer feedback and collaborative writing
Peer feedback works best with a small, understandable focus. Learners need to know how to describe a useful response respectfully. Collaborative writing should make contributions visible and include discussion of choices, not leave one learner doing all the work.
Read the guide & try the taskCorrective feedback and correction codes
Choose feedback according to the objective and learner’s ability to revise. Direct correction, a marked error location or a familiar code can each be useful. A code is ineffective if learners cannot interpret it or do not get time to act on it.
Read the guide & try the taskDifferentiation and digital writing support
Adjust support while retaining the writing purpose. Some learners need a frame or word bank; others can add nuance or a more demanding audience. Spellcheck and translation tools should be discussed in relation to authorship, judgement and the learning objective.
Read the guide & try the taskPutting the module into practice
- 01
Define the reader, purpose and response expected from the text.
- 02
Examine a useful model and help learners generate and organise their own content.
- 03
Draft with suitable support, then obtain focused reader or teacher feedback.
- 04
Revise the text, explain an important change and check whether the intended message is clearer.
Support and extension
Provide a paragraph frame, a relevant model and a small checklist that makes essential information visible.
Change the audience, add a competing viewpoint or require the writer to justify a tone and organisation choice.
Check your understanding
Plan a teaching task
Choose one guide from this module. Use its classroom scenario or adapt the task for a group you know.
- Learners and purpose: Describe the context and what learners need to do.
- Success criterion: State one observable outcome.
- Procedure: Plan the setup, model, learner task and feedback.
- Support and extension: Include a way into the task and an extra challenge.
- Evidence and reflection: Decide what to observe and what would make you change the plan.
Module questions
Where should I begin with this module?
Define the reader, purpose and response expected from the text.
How can I make the work accessible?
Provide a paragraph frame, a relevant model and a small checklist that makes essential information visible.
How can I go beyond the first attempt?
Change the audience, add a competing viewpoint or require the writer to justify a tone and organisation choice.
Sources and authorship
This module maps to the supplied syllabus PDF, Focus on writing skills (5 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.
View the supplied PDF ↗ · Publication reference: source chapter
Written by Cambridge Veritas. Updated .
Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.