ABSTRACT
This chapter examines the descriptions of the techniques to improve skill in writing make use of the sub processes to describe the subskills. With writing, as with the other skills of listening, speaking and reading, it is useful to make sure that learners are involved in meaning-focused use, language-focused learning, and fluency development. It is also important to make sure that the uses of writing cover the range of uses that learners will perform in their daily lives. Writing is an activity that can usefully be prepared for by work in the other skills of listening, speaking and reading. The marking schedule can include space for comments on handwriting, spelling and grammar, use of sub-headings, use and acknowledgement of sources, quality of organisation and quality of ideas. Research by M. Franken has shown that when learners are in command of the ideas in a topic, the grammatical errors are significantly reduced in their writing.
