In this proposed model, EFL in-class writing instruction goes through the following stages: Orientation, presentation and modeling, guided practice, independent practice, extension activities, and assessment. Each stage is explained in detail below.
Orientation In the first week of classes, the students are shown the writing textbook parts, i.e., title, author, publisher, publication year, table of content, and index. They are also shown the chapter design, i.e., parts and what each part is about. At the beginning of each class session, the instructor tells the students what they have studied in the previous class and what they are going to study in this particular class and at the end of the class session, she tells them what they have studied.
Presentation and Modeling The students brainstorm the new chapter theme that they are going to write about. The instructor asks questions to help the students generate ideas. She introduces new vocabulary items related to the chapter theme under study while brainstorming the new theme. She divided the class session into several small parts (skills or tasks). She goes through the subskills in each chapter in sequence one at a time. She explains the new item, task, subskill or structure, illustrates it with examples, the students practice the new item once it is presented, and the instructor gives immediate feedback (see details below). At first, the instructor speaks slowly and does not use the first language (mother tongue). She moves from one task to the next fast.
Guided Practice With the help of the instructor, the students do the exercises that follow each skill or task in the textbook in class. They practice one task or one skill at a time right after it has been introduced. She sets a time limit for finishing each task or exercise (2-5 minutes). The students do all of the exercises and at least write part of their paragraph in class under the instructor’s supervision. They complete or rewrite their paragraphs when necessary at home. No grading is done at home and no correct forms are provided by the teacher.10 For example, while writing a topic sentence, supporting details, doing an exercise or writing a paragraph, the instructor goes around, checks what the students are doing or writing and provides individual help in the form of short conference with individual students. If she has large classes, she randomly checks a number of students each class session and makes sure she checks on the students each week. If the student writes a faulty topic sentence that does not suit the type of paragraph to be written, i.e. descriptive or informative, she is asked to re-read the definition in the textbook, look at the example and/or rule given in the textbook, compare her topic with the example and fix it accordingly. While focusing on the topic sentence, grammatical and spelling mistakes are temporarily ignored. While writing the whole paragraph, the instructor gives communicative feedback that focuses on meaning. Students are asked “What do you mean?”, “Explain?”, “Give more examples”, “Give more reasons”. In the editing stage, only errors related to rules or skills under study are edited. Selfediting skills are developed by giving a series of prompts, as many students are incapable of detecting their own errors. The first series of prompts target the content of the paragraph and the next series target the paragraph form. The students are asked to check their paragraph title, then topic sentence, then examine supporting details to see if they are enough, specif ic and clear. Then they are asked to check whether their paragraph is indented or not. After they do that, they are asked to check for capitalization. When they do that, they are asked to underline all the verbs in their paragraph and check to see if the correct tense and verb f orm are used. The instructor proceeds this way depending on the grammatical structure emphasized in a particular chapter to make sure that most content and form issues have been checked. When the student misses a verb, or fails to identify her own weakness, the instructor provides feedback on the presence and location of errors, but no correct forms are provided. Extra credit is given for those students who write an acceptable paragraph within the time limit set by the instructor.11 After few weeks, the students check their paragraph title, indentation, capitalization and punctuation on their own without the instructor’s prompts. Independence in self-editing is developed gradually. As the students move along the semester, the more chapters, writing strategies and structures they cover, the more the build their repertoire of writing skills. Correcting errors related to a limited number of tasks in each chapter will help the students focus and develop accuracy as they have less cognitive burden. This way, the instructor will maintain students’ self-confidence. The students will also learn to self-monitor their own writing.
