Writing strategies

Writing is critical for many learners especially beginners. Several skills for writings ought to be taken into account. Teachers vary their strategies to deal with most of these skills.
 

Dialogue Journals:

Dialogue journal strategy enhances fluency in writing. That fluency is constructed by feedback from teachers or classmates and by helping them to be comfort in writing. They may start with something little; for example: fruit they like or a place that have visited. Students write frequently in their journals, which could be their notebooks. Also, this  journaling can benefit from technology through Facebook, for example.  Students share their journals and give feedback in pairs or in groups. Also, they can simply write to their teachers. These feedbacks benefit in stimulating ideas and improve their style. The topics can be of one their own choices. Alternatively, a teacher may choose to be more focused; students write after reading a story or watching a short clip. From time to time, their teacher comments on their writings, but not focusing on grammar and spelling, at first, since the main purpose is fluency. However, these errors highlight areas a teacher should deal with in the future.

Formed paragraph:

This strategy is a technique to create a guided (first) draft for writing. It provides a structure to be modeled. Following this model precisely in the final draft is optional. This first draft is only a framework for writing. It can include simple or complex sentence types. Such strategy helps students how to form a topic sentence, write supporting sentences and write a conclusion or a closing sentence. The given phrase in a sentence intends to inspire students’ ideas. This strategy is suitable for individuals, pairs or groups. The following is an example of a form as ta first guided draft:

Dictation:

Dictation is a simple strategy that develops spelling skills. It is suitable for any level. Generally, accuracy is the first goal for choosing this strategy. Students during dictation concentrate and by this, they improve their listening and recording skills. It allows students to find out how to use newly learned words in context and revise previously learned words in a meaningful context. In addition, they may use proficient writings, which are chosen by their teachers, as a model to imitate. As a result, it builds up student confidence in writing. For teachers, it is easy to prepare and apply in class. Usually, teachers intentionally select a list of words, phrases, short sentences or a passage. Any of these includes vocabulary familiar to students and related to the aims of the lesson or unit. Students write what they hear. Alternatively, they just write key words. Next, they reproduce the same meaning with their own words. In some references, this strategy considers to be boring and old fashioned. However, the benefits it has cannot be overlooked. Some variations of this strategy overcome such shortcomings. After dividing students into groups, one member dictates the other group. Pairs can do the same thing; each one dictates her classmate. Techniques like this generate delighted competition.