Task 9 (see appendix V) continues the writing process. After students have
incorporated every information they considered essential, which was the aim of the
previous task, they give the letter its conventional form. Then they are asked to leave
the text aside for a day. This detaches them from their text and helps them read it
again the following day taking the point of the view of the reader. The activity helps
students proceed from writer-based to reader-based prose and write texts which are
easier to read. Finally, they are asked to read the text in order to correct any surface
errors.
2.2.4.3. Post-writing activities
Task 10 (see appendix V) asks students to exchange letters and read each
other’s work. This helps them see how their partner used language to write about the
same subject. In addition, they can spot areas of language which are difficult to
understand and can provide the writer with valuable feedback. Finally, this activity
helps students read their own texts in the future from the reader’s point of view. The
exchanged letters can be used as a follow-up activity assigned for homework,
something that can increase their contact with the language. Students are asked to
write a reply letter to their partner thanking him for the information and promising to
meet him soon.
Conclusion
The understanding that writing is a communicative activity different to spoken
language and governed by its own rules and conventions as was presented in part I
suggest that these rules must be taught to students within a meaningful context. This
implies attention to the communication of meaning and how this could be expressed
through appropriate language. What teacher should be aiming at is to give students the
time and feedback necessary for the writing activities which he assigns having always
in mind the students’ level of proficiency. This can give students the experience of
success which, as Littlewood (1984: 56) stresses is one of the most important factors
which increase students’ positive attitude and motivation.
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