Idea — Emails and messages are among the most frequent writing tasks learners face outside class. Teach them as genres with conventions: subject line, greeting, purpose, action, close.…
Idea — Cohesion is how a text holds together. Linking words help, but learners overuse them. ‘Furthermore’ and ‘moreover’ in every sentence signals weakness, not sophistication. Example —…
Idea — A well-structured paragraph has a topic sentence (the main idea), supporting details (evidence, examples, explanation), and sometimes a concluding sentence. Teach this as a visible, replicable…
Idea — Register means the level of formality in language. Learners need to recognise and produce the right register: texting a friend is not the same as writing…
Idea — Before learners write, they analyse a model for genre features: structure, register, vocabulary choices, cohesion devices. Analysis makes the invisible features of good writing visible. Example…
Idea — Peer feedback works when learners have a clear task: not ‘is it good?’ but ‘find two grammar errors’ or ‘does every paragraph have a clear main…
Idea — Most learners skip planning and write whatever comes first. Teach planning as a skill: brainstorm, select, order. Even two minutes of planning produces more organised writing.…
Idea — Product writing focuses on the finished text. Learners analyse a model, identify its features, then write their own version. The model is a target, not a…
Idea — Process writing treats writing as a cycle: plan → draft → feedback → redraft → edit. It mirrors how real writers work and makes each stage…
Idea — Writing demands precision, structure, and register — with no partner to fill gaps. Learners must generate ideas, organise them, and edit, often without knowing what good…