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The following types of activities can be enumerated (based on

Doff: 1988, Raimes: 1983, Cross: 1992):

—    looking at a model passage and studying its features to be able to produce a paragraph that is similar yet involves changes to certain elements e.g. a model text about a typical day in the life of X will be the basis, for a similar description of a student’s day, etc.,

—    basing on a model text describing a place, person, etc. student involve in expanding notes into a similar passage, and finally write a passage about a place, person, thing they know,

—    doing orał preparation before the writing starts to poll suggestions and certain expressions that might be of use while expanding on a topie; this approach is advantageous because it is flexible, i.e. it can be conducted in a number of different ways to suit the group, it is the students who generate ideas and thus they get morę involved and, additionally, it does not reąuire other materiał or texts,

—    writing a paragraph describing students’ own experience or observation given the opening sentence,

—    giving students the first and last sentences of a paragraph to compose the whole

—    using pictures for a guided composition as providing the subject matter,

—    combining sentences into morę complex entities, with or without linking words provided,

—    summarising passages,

—    replying to letters, advertisements, etc.,

—    completing half-dialogues, where only one person’s part is disclosed.

12.4.6.3. Parallel writing

In this kind of writing, students are not reąuested to make changes in given passages or write in accordance with the suggested outline, but they need to read through and analyse a given piece of writing and produce their own in a similar manner, i.e. “using as a guide the vocabulary, sentence structure, cohesive devices, and organisation of the model passage” (Raimes, 1983:109),

12.4.6.4. Free writing

“Free composition is the equivalent of free conversation among the writing skills” (Haycraft, 1987:120). It can take form of descriptive, narrative, persuasive or argumentative passage, a letter, etc. teachers must specify if the piece of writing is to include students’ own feelings and opinions, generał ideas or the combination of both. Students ought to produce coherent and cohesive passages, with clearly set out or contrasted ideas and stages of thought developing naturally. To raise learners’ interest in the task, a varied choice of subjects should be used.

12.4.7. Tasks /assignments for self-study

1.    Find a suitable model text and prepare one controlled and one guided writing task based on it.

2.    Give students a copy of a holiday brochure and devise a task invo!ving writing a letter. Specify the type of letter to be written.

3.    Provide context for the writing assignment involving the production of a passage with the foliowing opening sentence: “This was one of the most beautiful things I have ever seen. . . .”

Bibliography

Broughton, G. et al. 1980. Teaching English as a Foreign Language. Routledge

Brown, G. and Yule, G. 1983 Teaching the Spoken Language CUP

Burton, S. H. and Humphries, J. A. 1992. Mastering English Language. Macmillan

Cross, D. 1991 A Practical Handbook of Language Teaching. Prentice Hall

Doff, A. 1988. Teach English. CUP

Gołębiowska, A. 1991 Let’s talk a bookfór teachers. WSiP

Gough, Ch. 28.11.1993 Teaching Listening-a lecture

Gough, Ch. 11.12.1993 Teaching Speaking Skills a lecture

Gough, Ch. 08.01.1994 Reading Skills - a lecture

Gough, Ch. 22.01.1994 Using Text - a lecture

Gough, Ch. 04.02.1994 Writing - a lecture

Grant, N. 1987. Making the most ofyour Textbook. Longman

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