In many EFL contexts, high school teachers don’t enjoy teaching writing classes, and students hate doing endless sentence-level translations and grammar or vocabulary activities. This course will share the many lessons learned from pedagogical research of a two-year high school writing course that took a fluency-first approach before introducing accuracy and complexity expectations to students. Teachers will explore ways to motivate, inspire and lead students to develop writing skills in a classroom that quickly changes from teacher centered to student centered.
Session 1: The L2 Writing Research Study
- According to the literature
- Input / output in EFL
- 10-minute writing and the honeymoon
- Quantitative and Qualitative results
Session 2: Fluency Approach Considerations
- The Fluency Tree
- Obstacles and ongoing challenges
- Student expectations
- Teacher centered to student centered classes
Session 3: Six Issues in L2 Writing
- Fluency writing vs. process writing
- Corrections – Who/what/when/where/why
- Genre approach – How many genres?
- Use of the mother tongue (L1) in class
- Balance of individual, pair, and group work
- Assessment and testing
Session 4: 50 Ideas for High School Writers
- Narratives develop trust and interest
- Expository writing leads to confidence and clarity
- Persuasive essays show competence
Each recorded session will involve discussing and trying out activities as well as the presentation of ideas and an opportunity for you to complete a discussion task.
Purchase of this self-study course includes access to four video recordings, readings, and discussion tasks. Teachers can earn a Certificate of Completion verifying 20 Professional Development hours if desired. To receive a certificate teachers are required to submit written responses to the discussion tasks.