ROLE OF TEACHER IN

WRITING SKILLS
Submitted to:
Dr. Muhammad Islam

Submitted by:
Madeeha Ashfaq

Course: Language Skills

Institute of Education and Research,

University of the Punjab, Lahore.
 Table of Contents
Introduction......................................................................................................................................2

Roles of Teacher in Writing Skills..................................................................................................3

Role of teacher in developing student attention in Classroom.....................................................3

Teacher Role in Students ‘Writing Skills....................................................................................3

Conclusion.......................................................................................................................................7

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 1.0 Introduction
Writing is normally the fourth language ability, we master in our native tongue. It is necessary to
grasp the basic system of a language in order to write clearly. Grammar, punctuation, and
sentence form are all part of this in English. Right spelling and formatting are also expected, as is
a strong vocabulary.

In written correspondence, proper grammar, punctuation, and spelling are important. The reader
will develop an opinion of you, the author, depending on both the material and the presentation,
and mistakes are likely to cause them to do so [ CITATION Wat00 \l 1033 ].

Writing abilities are important for effective communication. When compared to face-to-face or
telephone communications, good writing skills help you to convey your message to a much
wider audience with consistency and ease. In written correspondence, proper grammar,
punctuation, and spelling are important.

The following are the strongest writing skills and develop strategies to improve those skills to a
professional level:

 Take grammar quizzes

 Know your audience
 Read your writing aloud
 Vary your sentence structure
 Practice daily
 Read regularly [ CITATION Far08 \l 1033 ]

The ability to communicate in writing is a unique feature of the human race. Writing has aided
individuals in informing, collaborating, and alerting others for hundreds of years.

Writing is a very intimate experience. It is a reflection of us when we are not there in both space
and time. And after we have passed away, writing reflects who we are [ CITATION WID12 \l 1033 ].

Remember that writing can be a pleasurable experience, when it comes to having an impression,
writing is a serious business. But once should also compose for enjoyment, enjoying a clever
turn of phrase, a sense of humor, and word play. The ability to write would then come easily to

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anyone. People should feel proud of themselves as they sign their names under what they have
written.

2.0 Roles of Teacher in Writing Skills

‘Teaching is the greatest act of optimism.’

Teachers, in addition to many other critical positions in the classroom, set the stage, bring
comfort to the atmosphere, tutor and cultivate student brains, and serve as role models. When
learning a new ability or piece of knowledge, students are the ones that need assistance.

Role of teacher in developing student attention in Classroom

• Providing an atmosphere conducive to the generation of new concepts.
• Ensuring them that the operation is worthwhile.
• Motivating them to bring in their best effort.
• Presenting students with prompts based on our own thoughts
• When delivering correction, teachers must choose what and how much to concentrate on,
taking into account the needs and levels of learning of their pupils [ CITATION Kas10 \l 1033
].

2.1 Teacher Role in Students ‘Writing Skills

Teachers may use the following steps to provide structure and continuity in all forms of writing.
This will help the students to actively participate in learning new writing skills [ CITATION Jer83 \l
1033 ].

2.1.1 Motivator

Writing is a fundamental literacy ability that all students must learn in order to be successful in
education, the workplace, and in their communities. One of our primary responsibilities in
writing assignments would be to inspire students by providing the right conditions for the
generation of ideas, convincing them of the activity's value, and motivating them to put forth the
most effort possible for optimal benefit. For longer procedure writing sequences, this can
necessitate a particular and extended effort on our part. When students engage in a creative
writing activity, some students find it easier to come up with ideas than others.

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For example, during a poetry activity, we can need to recommend lines to anyone who can't think
of something, or at the very least challenge them with our own suggestions. In the classroom, at
college, and in the neighborhood. Many students, on the other hand, struggle with writing,
especially spelling and grammar, as well as audience and intent. As a result, more research is
required to understand how writing results can be enhanced, particularly when written tasks are
commonly used in both formative and summative evaluation tasks to express students' awareness
about a specific subject or discipline.

2.1.2 Resource

A resource educator is a specialized teacher that works with children who have physical or
educational learning disabilities to help them improve their reading and writing skills. The
majority of resource teachers’ work with primary or middle school children, but others specialize
in dealing with babies and toddlers.

We should be prepared to provide knowledge and language when needed, particularly during
longer writing assignments. We must inform the students that we are there to help them, and we
must be willing to review their work as it advances, including helpful and tactful guidance and
feedback. Since writing takes longer than, say, talk, there is typically scope for dialogue with
individuals or students working in pairs or classes on writing assignments.

2.1.3 Peer Editing/Reviewing

Peer analysis helps students to illustrate their own theories by explaining them to peers and
posing questions about their classmates' work. Writers at all ability levels, in all schools, and at
all stages of the writing process will benefit from this.

Writing with someone your own age – normally someone in your class – to help develop,
rewrite, and edit his or her writing is known as peer editing.

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In higher grades, it is an essential component of academic writing. You will apply the idea to
younger students by splitting the class into three or four classes. Explain how to make a draught
to students and show them some samples in class.

Guidelines for peer reviewing may include;

• Write the key points in a single line.

• Make a list of the paper's big subtopics and consider whether or not to address them in
depth.
• Examine the rhythm of the sentence.
• Mention a sentence in the article that seems to be perplexing.
• Share your views on the document that appears perplexing.

The peer-reviewing assignment, on the other hand, may be assigned as homework. These
reviews are required to be discussed in class. Discussing peer analysis in class presents students
with new ways to learn about each other's mistakes.

2.1.4 Paraphrasing/rewriting

Making students aware of resources that can assist them with paraphrasing is one way to aid
them. Consider them to be training wheels—students won't be able to use them indefinitely.

One of the most useful methods for beginners of language learning may be to ask students to
compose an already developed text in their language. This is only a rephrase. Students won't lose
track of what they're going to write if they do it this way.

This is a contentious subject, since certain students subconsciously influence them to think in a
certain way; however, it is essentially the duty and call of the teacher at the time.

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2.1.5 Provide a vocabulary box to Students

When students are required to compose an essay or a subjective piece in class, the instructor
should provide them with a vocabulary box. This box will contain challenging and important
terms that students should use in their essays. This will help students expand their vocabulary
and learn how to correctly position new words in a passage or letter. For lower grades, the
instructor will help students understand the challenge by including definitions for challenging
phrases, which they can also use in their writing.

2.1.6 Guided story writing session

Story writing is a fantastic way to help students develop their creative writing skills. Begin by
talking with students about stories they like. After that, you can ask questions like:

What do you love in your favorite story?

You can read a much loved story in class and discuss its

 Characters
 Setting
 Main events
 Writing style

2.1.7 Five minutes of free writing

It's a psychological strategy for getting rid of procrastination. 5 minutes at a time, do a job
you despise. Students should be given a random fun word and given five minutes to write
whatever they like about it.

 This techniques is effective at any level

 It creates a buzz in classroom
 It ignites the imagination of students

Teachers should use constructive and supportive feedback to help students develop their writing
skills and articulate themselves more effectively.

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2.1.8 Feedback provider

One of the most effective instruments in a teacher's "teaching tool belt" for leading students
toward mastering is feedback. Students lack a good understanding of what they are doing right,
what they need to work on, and how they can progress without guidance.

Feedback providers give suggestions on writing assignments necessitates extra caution. Teachers
should react positively and encouragingly to what students have written, especially the material.
I'm actually working on that. The guidance we offer is meant to assist students in refining prior
draughts – to help them refine what they wish to say so that they can say it more efficiently.
Teachers will select when and how much to concentrate on while providing corrective guidance
based on what the students require at this point of their studies and the assignments they have
completed. Of course, we should include students in decisions on what we can correct on
personalized reviews, or precise, student-centered knowledge about their success that is
conveyed in a motivationally optimal manner.

Regular and constructive instructor guidance goes a long way toward assisting students in
improving their writing skills. The instructor should also give comments on the paper's
punctuation, pronunciation, and grammar, and the sound of the reviews should be constructive
and supportive.

Conclusion
In the classroom, there are a variety of approaches to practicing writing techniques. The methods
listed above may be used to help students develop their writing skills. This is an ability that can
be acquired over time, and it in no way implies that writing skills are more or less important than
other abilities.

Teachers, on the whole, face various obstacles when it comes to improving students' writing skills. Lack
of support materials and structures, as well as a lack of a learning community and adequate teacher
instruction, all impede the teaching of writing skills. This indicates that much work remains to be
undertaken to develop the learners' writing abilities.

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Students should be encouraged to play an active part in developing their writing skills. Teachers who lack
the necessary qualifications should receive further instruction on how to teach writing skills. Teachers
considered method approach as being accurate and essential in the teaching of writing skills.

It is proposed that new language teaching approaches are needed, but that enrichment programs
are still needed to encourage both educators and learners to develop their writing skills.

References
Farrell, T. (2008). Teaching Reading to English Language Learners: A reflective guide. . Corwin
Press.
Jeremy Harmer. (1983). The Practice of English Language Teaching (5th ed.). Longman
Handbooks for Language Teachers.
Kasapaglu-akyol, P. (2010). Using educational technology tools to improve language and
communication skills of ESL students. Novitas-Royal (Research on Youth and
Language), 4 (2), 225-241.
Watts-Taffe, S. &. (2000). Using what we know about language and literacy development for
ESL students in the mainstream classroom. Language Arts, 77(3), 258-264.
WIDA Consortium. (2012). Amplification of the English Language Development Standards,
Kindergarten through Grade 12. . Madison, WI: Board of Regents of the University of
Wisconsin System. .

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