This document provides tips for teaching writing. It advises teachers to avoid requiring conventional spelling initially, relying on isolated grammar exercises, or solely using spelling and grammar checkers, as these can interrupt ideas and students have not fully learned concepts. Errors should be viewed as what students know and do not know yet to inform instruction. Teachers are told not to simply catch plagiarism but teach skills like paraphrasing and citation. They should not allow translators and instead develop skills to avoid plagiarism. Positive recommendations include using word processors, collaborative assignments, providing personalized feedback to students, and enabling students to publish work online.

1. Tips for Teaching Writing

2. Don’t

3. Don't: Require conventional spelling initially
Doing so interrupts thoughts and ideas (Law & Eckes
2010, p. 184). Students might also be helped by
using speech-to-text software (e.g., Dragon).

4. Don't: Rely on isolated grammar exercises
Even for ones that are delivered through interactive
programs online, learning grammar devoid of context
is of questionable value (e.g., filling in a cloze exercise
doesn’t necessarily make one's writing more accurate)
(G. Tweedie, personal communication, October 3,
2014).

5. Don't: Rely on spelling and grammar checkers
Don't encourage students to rely on Microsoft Word
grammar and style check or other software programs
that merely (and fallibly) check for matters of
correctness because they cannot tell students
why something is incorrect or why/how to correct it.
Checkers are most useful when users understand the
logic behind the error detection and can determine
when it is appropriate to accept the suggested
correction (G. Tweedie, personal communication,
October 3, 2014).

6. Don't: Rely on spelling and grammar checkers
"Errors are not random, but are strategies students
employ when they have not yet learned or mastered a
new form or concept. ... Errors can demonstrate both
what the students know and what they have not yet
learned" (Law & Eckes, 2010, p. 178).
Viewed this way, teachers can use errors (rather than
eliminate them with a click of the mouse) to inform
their instruction and to identify the most critical things
on which to focus student attention.

7. Don’t: Merely catch plagiarism using Turnitin
Law & Eckes (2010) remark that advanced beginner
and intermediate ELLs are prone to copying when
writing essays because “trying to locate and then juggle
information gleaned from text of reference material
can be overwhelming to a student not fluent in
English” (p. 162). ELLs – especially those who are not
native to Western culture – must be directly instructed
in the idea of “ownership of works and text” and must
practice the skills of “paraphrase, summary, quotation,
and citation to develop an awareness of other authors
and texts” (Ibid.).

8. Don’t: Allow students to write using translators
It is common for ELLs to copy information from the
internet in their native language, run it through an
electronic translator, and submit it as their work (P.
Mahtani, personal communication, November 5,
2014).
Considering this, teachers must not rely upon
using Turnitin or similar programs to “catch” students;
we must enable them to develop these lagging skills to
remove either the temptation or the ignorance.

9. Do

10. Do: Use word processors to write
They make the revision and editing process much less
daunting and tedious, and most word processors come
with built-in spelling, grammar, and style checkers to
assist students.

11. Do: Design collaborative writing assignments
Design collaborative writing assignments, such as
collective writing of stories or plays. Students tend to
write more and better if they are able to talk through
their ideas with peers, and seek and obtain peer
feedback (Law & Eckes, 2010, p. 170). Consider using
programs such as Google docs, D2L discussion forums,
and Adobe Connect. It's important that the teacher
guides and/or moderates the conversations and
comments (G. Tweedie, personal communication,
October 3, 2014).

12. Do: Provide lots of personalized feedback
The best option is providing one-on-one attention,
going through writing in discussion with students (G.
Tweedie, personal communication, October 3,
2014). Discuss with students any confusing parts of
their writing, as they will be able to tell you what they
meant (Law & Eckes, 2010, p. 185). Video-conferencing
and online chat can be used (and
recorded and archived) to assist with this. Consider
using track changes, comment boxes, and verbal
feedback software tools.

13. Do: Provide lots of personalized feedback
The second best option is to arrange for peer feedback
either formally (submitting work to a peer for review
based on a checklist or rubric) or informally (through
collaborative projects) (G. Tweedie, personal
communication, October 3, 2014). This could also
include students evaluating student exemplars for
such things as organization and word choice. Google
Docs with commenting enabled allows multiple peers
to provide feedback simultaneously without altering
the student’s original work.

14. Do: Enable students to publish online
Enable students to publish their work for a real
audience. Weebly and other website builders are a free
and easy way to do so. Online publication expands the
students’ audience and potential for feedback from
more than the teacher.

15. References
Law, B. & Eckes, M. (2010).The More-Than-Just-Surviving Handbook:
ELL for Every Classroom Teacher (3rd ed.). Winnipeg, MB: Portage &
Main