Your Writing Guideline

October 26, 2012

As our priority is to use classroom time to do speaking and listening activities, I’d like to suggest the following procedures to learn to write different kinds of texts.

In your textbooks, after the C lessons (1C, 2C…) and before the audiovisual (for unit 1 that’ll be the weekend after this one), there are one or two pages devoted to learning how to write a certain type of text. You have to do these two pages at  home BEFORE you sit to work on your Writing! In this way, in the lesson devoted to Colloquial English, you will have the chance to ask me in class (during the Plenary, please) whatever it is you need to know. You can use any exercise that requires you to write a text in a certain number of words, or describe the task yourself. If you do so, keep in mind that the aim is to put into practice what you have been working on. [Also, as you are in the second year of a level, you probably have “Successful Writing. Intermediate/Upper Intermediate“. Well, this year you should use this book to expand and/or consolidate your knowledge on the language and format used in the type of text you are learning to write in the textbook unit. We teachers have actually noticed while correcting the Certificate Tests, that students who work in this way to learn to write perform much better than students who don’t!] If you all prefer, I can post on this blog the answers to those exercises. This could save time in class. Ask me at Plenary, at the beginning of the lesson — not during the break, or when people are working in Small Groups, because it’s better my answers are for everybody.


(Full) name on the top right corner. Below, your group code, and below this, the date (in English!, not in Spanish. This is the date in Spanish: 1-11-2012!). In a new paragraph: Title of the Type of Text you are going to write + description of the task, i.e. number of words and other requirements.

You can also attach the brainstorming (on ideas, if relevant, and on language you can use) and outline (not the draft copy of your Writing, an outline)


1. Brainstorming and Outline. Brainstorm on language and ideas using your resources (textbook, & Writing Strategies).  You should time yourself in the Before, During and After Writing your piece. Attach to your writing the page you used to scribble ideas, and outline, and Useful Language (for that kind of text), meaning, attach your brainstorming on language, on ideas and your final outline. Staple it, or fold it all when you hand it in. In this Before part, check spellings you might not be sure about, too.

2. Handwrite your piece and contemplate how much space your handwriting takes for whichever amount of words you write. Also, see how many words you usually write per line.

3. Proofreading. You should read your piece at least twice (I check my Writings zillions of time!): once to check the format, to check what you wrote is following your outline and that it makes sense, and another to focus on spelling and grammar issues. (If you have worked on your LoM, remember to have a look at that before you start writing your piece, so you avoid fossilization!)

DEADLINE for handing in your work:

The lesson after watching the audiovisual, or the following lesson tops!

Once you hand in your work, I’ll take my time to correct it, so please, don’t be impatient! 🙂

Enjoy your writing!

The Writing section on Talking People


  1. […] Nov 5: Hand in your Writing 1.  Pronunciation 8 page 11 (just check you did it and you understand). We’ll watch the video […]

  2. […] to make sure you won’t forget the requirements in your final test! Here is the link to the Writing Guideline I posted here in October and pinned on the Bulletin Board in class, […]

  3. […] of text, no. of words being the minimum description I needed to be able to check their work (read Writing Guidelines). If I don’t know what type of text you’re writing, what on, in what register (formal, […]

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