ELL Writing Strategies
- Modeling: in learning a new writing task, the teacher models completing the task on the overhead or board. Students can participate modeling in a similar fashion, or by using sentence strips. Do not overdo, as this can get tedious and students can get the message that they just need to copy the teacher.
- Assessment: for ELLs, writing tasks involve a host of skills that they may not have yet mastered. When assessing a writing task, focus critique on the major objective of the task: if the objective was showing mastery of vocabulary, then critique vocabulary usage and word choice – leave grammar, organization and punctuation alone. If the task is about a new format of writing (say, a business letter), focus critique on execution of the format and leave spelling and content alone. IF the goal is to produce a polished paper, then edit with the student in stages: have a conference and time for correction for ideas and organization, then word choice, then grammar and syntax, then spelling and punctuation.
- Background: students need to build their background knowledge of what good English writing looks and sounds like. The teacher must provide examples of high-quality writing in conjunction with new writing tasks.
- Also, Background: Immigrant students, EVEN ones with very strong educational backgrounds, ARE NOT familiar with American expectations for essays and research papers. In some countries, extensive writing is not taught at all. In other countries, rhetoric is taught with an emphasis on emulating existing native literature, and not on individual thought or expression. For immigrant students learning a new writing task, there must be overt teaching of the organization and format, the approach to the ideas, methods of citation, etc. Again, using quality samples as models is an excellent tool.
- Peer feedback: Use peer editing and other group sharing methods to provide concrete feedback to ELLs on the effectiveness of their communication. MIX UP native English speakers and ELLs at every turn – simply the exposure to natural, native English use is a helpful tool.
- Pre-teach vocabulary: If there is vocabulary that would be necessary to expressing the ideas called for in a writing task, give ELL students a leg up by pre-teaching that vocabulary and its usage before assigning the writing task. This can easily become a SIOP lesson’s language objective.
- Make writing happen every day: defuse the stress factor inherent in writing for ELLs by making writing an automatic and judgment free moment during every lesson via Quick Writes, dialogue journals, tickets out, Cornell notes, etc.
- Models and formulas: are great for introducing new learners to new writing formats, but do not over-rely on them, causing them to use formulas as a crutch that hinders the creativity of their expression.
- Frameworks, scaffolds: Again, thinking of how overwhelming a writing task may be for an ELL student, provide frameworks when appropriate to specific tasks. For example, a beginning student learning vocabulary may do a Cloze activity, or use a sentence starter to employ a vocabulary word in context. A more advanced student embarking on a lengthy essay would be helped by a blank outline or a graphic organizer.
- Open-ended questions are scary: to ELLs and any struggling student. Help out on open writing assignments with a regular format or with sentence starters.
- Low-proficiency newcomers: should start with simple and non-threatening tasks and then build up from there: have them draw pictures, then write sentences, then write multiple sentences, then generate paragraphs.