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Teaching Writing to ESL/EFL Students: Tips and Activities for Any Level

• Linda D'Argenio
• August 19, 2022

Teaching writing to non-native speakers of a language presents a plethora of unique challenges and can feel overwhelming for new and seasoned teachers alike. However, teaching writing to ESL students can be dynamic and meaningful when approached with a bit of ingenuity.

If you’re new to teaching, you’ll want to get initial training and qualification with a TEFL certificate . You can explore our online TEFL courses to get started!

Why is it important to teach writing to ESL students?

In order to effectively participate as contributing members of society, individuals need to be able to communicate their thoughts in written form, whether they are using the English language as their vehicle or not.

Writing is an essential component of productive language, and ELs will need to demonstrate their ability to write in English if they hope to be competitive in a globalized world . Building competency in English-language writing supports reading comprehension, vocabulary expansion, and oral fluency , so there’s so much to be gained. And even if your students don’t plan to use the lingua franca on a regular basis, the skills gleaned from learning to write in another language transfer to all facets of life, making students more aware and more effective communicators in their native language(s) .

Teaching ESL writing aids in self-expression , which might be particularly meaningful for individuals who are hesitant to express themselves verbally. You might have the next Henry David Thoreau or Gabriel García Márquez in your class!

Why do ESL students struggle with writing?

Writing in another language is no easy feat, so it’s only natural that your ESL/ EFL students encounter difficulties when asked to do so.

First, it’s essential to recognize that writing conventions differ from one language group to another . Students from various linguistic backgrounds might declare that writing in English (particularly in an academic setting) is “boring,” something they perceive as formulaic. Often, these students come from backgrounds that value writing in a way that might seem “tangential” to native English readers.

In “Cultural thought patterns in inter-cultural education,” Robert B. Kaplan (1966) put forth a model for examining written discourse patterns, which illustrates how different thought patterns influence how speakers of other languages express themselves in written form.

You can observe that English is illustrated as being very straightforward, which aligns with the directness of spoken English. Kaplan poses here that other language groups tend to branch off in different directions in written form, pulling in supporting elements that might not be directly correlated to the main idea and that present as “off-topic” for native English speakers.

Secondly, it’s crucial to keep in mind that writing requires a vocabulary lexicon that can adequately support sharing . Often, even the most proficient English learners struggle to select the language they need to convey their point. When tackling writing instruction, make sure to consider how you’re supporting vocabulary development to support the conventions you’re teaching.

Lastly (and perhaps most importantly), writing is a form of self-expression, and self-expression through writing isn’t valued the same way in all cultures . There is a great deal of value placed on sharing one’s opinions in the U.S., for example, but this is not the reality all over the world. Some of your students might have been taught that they receive and process information, but that they are not in the position to make statements of their own or have the authority to teach others. Therefore, putting their thoughts down on paper might feel formal, high-stakes even, for your students.

What are some tips for teaching ESL writing?

Regardless of the age and proficiency level of your students, or whether you’re teaching writing in an ESL or EFL classroom, there is a myriad of strategies that you have at your disposal.

Don’t underestimate the value of conducting needs assessments

When it comes down to how to teach writing skills, even if you are teaching a group that is considered a certain proficiency level, recognize that there is always going to be a range of experience and ability present. Spend time getting to know what your students have been exposed to and in what ways before deciding on your approach. Teach to the middle to ensure no one is left behind.

Check out the following sample needs assessment to get started:

Think about how you can lower learners’ affective filters

A large portion of all successful teaching comes from relationship-building. In addition to getting a true sense of your learners’ experience and abilities, try to understand their attitudes towards writing as a process and any challenges that might be borne from those attitudes. How can you increase your students’ comfort level? How can you engage the individuals sitting in front of you?

Check out these 5 ways to build rapport with your students when teaching English.

Think about how the writing task can act as a building block for other assignments

Learning how to write in another language can be intimidating, and even more so if your students don’t enjoy writing in the first place. When wondering how to teach writing to ESL/EFL students, think about how you can integrate writing more often and more seamlessly into your lesson plans. Instead of approaching writing in isolation, teach writing skills alongside other “more engaging” activities that students tend to enjoy more. Have your students participate in role-playing and storytelling activities that require writing but don’t make writing the focus of the activity. This is your chance to be sneaky and get your students to build their writing skills without even knowing!

Present opportunities to examine authentic, written language

Providing students with examples of the target language is non-negotiable, but challenge yourself to move beyond the sample texts in your curriculum where possible. Students might feel bored by the selected works in their textbooks – they need to recognize that written language is all around them. Pull from authentic texts that cover an array of topics that you know matter to your students to keep them enticed.

Try incorporating pop culture into your ESL classroom to spice up writing activities!

Lead with function over form in instruction, and then alter your focus

Students can be discouraged to find their paper covered with red ink, highlighting their fallacies. While it is important to provide corrective feedback, consider the purpose of the assignment before marking up the composition. Was the output comprehensible? Did it touch upon everything that you asked for? Focusing on both function (the purpose of the assignment) and the accuracy in form simultaneously can feel overwhelming. Choose your objectives carefully, make them known to the learners, and provide corrective feedback accordingly .

Choose writing activities that pertain to your students’ learning goals. For example, the following clip, from a BridgeUniverse Expert Series webinar , covers how to teach Business English students to write an email in English:

Consider formative assessment and reflective strategies

Whenever possible, assess student work periodically, examining the process with various checkpoints and iterations throughout, instead of just evaluating the final product. Writing is an iterative process, and students benefit greatly when offered opportunities to reflect on their process. Create opportunities for students to participate in self- and peer-revision processes, which in turn will result in more conscientious and focused writers.

What are some ESL writing activities and lesson plans for beginners?

It can feel challenging to come up with writing activities for learners with beginner proficiency, but with proper scaffolding , writing can be inclusive and participatory.

Try group writing processes in class to get students comfortable

Writers with beginner proficiency might default to a deficit mindset, believing that writing is inaccessible for them due to a dearth of vocabulary or experience, so when you start to look at how to teach writing in the ESL/EFL classroom, your first job is to inspire confidence and get students into a growth mindset. To get them comfortable with the writing process, engage them in group writing activities.

• Choose a familiar topic (or have your students choose a topic together), and explain that you are going to “group-author” a paragraph.
• Have the students share what they know about the topic, and you, as the teacher, act as the scribe, jotting down their thoughts in a central location.
• Continue gathering their ideas until everyone has shared, remembering to emphasize that this is a process and that there is no wrong contribution.
• Examine the individual contributions and note overlap: How can a few thoughts be grouped together? In the process, ask students to elaborate on what they meant and provide examples.
• Organize these preliminary thoughts to the best of your ability, involving the students and getting them to notice organizational structures and decipher between the main idea and details.
• After celebrating what you can refer to as the “first draft,” provide specific and limited ways to improve the piece. Did they include everything they thought was relevant to the topic? Could the paragraph benefit from additional cohesive devices? Do the subjects and verbs agree? Provide ample support in the form of examples, formulas, and sentence frames alongside the piece. Invite students to examine the paragraph and seek out these common mistakes (in partners or individually).
• Create your “final draft” together, and ensure that it’s displayed prominently in the space.

By engaging them in the writing process in this way, you are instilling habits that will aid them in writing autonomously when the time comes.

Make the most of brainstorming – both individually and with others

Have you ever had students tell you that they don’t know what to write? Students, particularly those at the beginner level, need ample time to think about the content before diving into the actual writing process . Emphasize the importance of brainstorming as a way to collect their thoughts and aid them in their writing. Engage students in different kinds of brainstorming activities, going beyond “write down what comes to mind.”

Consider Think-Pair-Share as a framework for brainstorming, where students take time to think independently about the topic, share their ideas with their peers, and then share aloud to a larger group. Typically, the sharing is done orally, but you could also consider the independent writing portion of the activity as “sharing” with a larger audience, just in written form.

What are some ESL writing activities and lesson plans for intermediate and advanced students?

Facilitate a two-way journal experience with your students.

Create a way for individual students to exchange their ideas with you in an informal way with a two-way journal . Have the students maintain a writing journal that you periodically collect to write comments and ask questions. The objective of this exchange is not to formally evaluate your students’ writing, but to gather intel about your students’ progress and connect with them as individuals. Within these exchanges, not only are you building and sustaining rapport, but you are also augmenting critical thinking and meta-cognitive skills with strategies like noticing and annotation.

Cultivate peer revision routines

Learning to write in a non-native language is as much a social process as it is a cognitive process. Involving students in peer revision activities can be incredibly beneficial in that students can learn from their peers (potentially those who are stronger writers than themselves) and develop the ability to think more critically about their own writing. While getting students to effectively participate in peer revision activities requires a lot of frontloading and the establishing of routine, it is the gift that keeps on giving. If you’re interested in facilitating peer revision with your students, consider the following as general guidelines:

• Start by determining your focus for the activity. What are you asking the students to do? Make it clear to the students what you’re looking for, and provide supports that they can use in the process (e.g., a checklist or rubric).
• Demonstrate how students would use the rubric, and go through the revision process as a group.
• Provide sample pieces to examine, and engage the students in discussion around the samples.
• Make sure that students are aware of what is considered appropriate and useful feedback through modeling. Have them practice, and give them feedback on their feedback.
• Monitor the peer review sessions and jump in as needed, ensuring the quality of feedback for all involved parties.
• Reflect on the peer feedback activity in whole-group format, asking students to share what they got from reading their peers’ work, defining areas that they excelled in and areas for improvement.

Timed writing

Once your students feel comfortable with the writing process and the structure at hand, consider different contexts that they’ll be writing in. Perhaps they are planning to take the TOEFL or the Pearson Test of English (PTE) and hope to study abroad, or maybe they’re about to enter the workforce and work collaboratively with others.

In either case, your students will need to demonstrate their ability to communicate their ideas in written form while adhering to time constraints . Plan timed writing activities for your students on a variety of topics and with different parameters. In a standardized test prep context, have students write under the same conditions as the test that they’re preparing to sit for.

Take a Micro-credential course in Teaching TOEFL Test Prep or Teaching PTE Test Prep to help students ace these high-stakes exams.

In a workforce development setting, illustrate a scenario in which an email from management warrants an urgent (and polished) response. In either context, examine the output and discuss strategies that the students used. Student output from timed activities provides fertile ground for examining accuracy in form. Walk students through noticing activities, and challenge them to remember their tendencies in subsequent timed writing tasks.

Teaching writing to ESL/EFL students requires commitment and perhaps a bit of innovation on the part of the teacher, but if done well, it can prove immensely useful in a globalized world, aiding individuals in self-expression and beyond.

In addition to writing, there’s another subject that can sometimes fill teachers with dread: grammar! Here are 7 simple strategies for teaching grammar to English language learners , so you can tackle this topic with confidence .

Linda D'Argenio

Linda D'Argenio is a native of Naples, Italy. She is a world language teacher (English, Italian, and Mandarin Chinese,) translator, and writer. She has studied and worked in Italy, Germany, China, and the U.S. In 2003, Linda earned her doctoral degree in Classical Chinese Literature from Columbia University. She has taught students at both the school and college levels. Linda lives in Brooklyn, NY.

How to Teach Essay Writing to ESL Students Better

23 December 2020 Guest posts

Teaching essay writing to ESL students is no easy feat. There's a lot of things to consider, such as making sure the language is correct, of course, as well things like structure, accurate covering of the topic, the context of the essay, and how well the points are represented.

Throughout this guide, I'm going to detail some of the ways you can make every essay writing task as beneficial as possible. Your students can take on board these tips with the aim of making their essays better than ever before.

There are lots of tips and advice I could share, but today I'm going to focus on the most important, hopefully giving you a great place to get started when it comes to improving your students essay writing abilities

Start with the Basics

The absolute first place you want to start is with improving your student's sentence structure since sentences, after all, are what go into making an essay what it is. You'll want to start with teaching your students about basic sentences and then move onto compound and then complex.

Build it up slowly and highlight the key differences between each sentence type and why they would be used and what effect each sentence type has.

There's plenty of information online on how you can approach the basics of essay writing, such as on websites like Revieweal , Boomessays , Studydemic , Ukservicesreviews , and Assignment writing service , or you can simply ask a question you may have in your preferred search engine.

Understanding the Topic

A student will not be able to write a proper essay if they don't truly understand the topic they're writing about. Whether your students get to choose their topics or not, it's important that you explain that they should take their time to research and have a proper grasp on the topic they're writing about.

"It's important to remember that you can also suggest topics if the students are struggling to think of their own, ones that you believe will play to their strengths. Remember, essay writing within the ESL community is all about building confidence. If the students believe they can do a task, then they will be able to do it," explains Fergie Marie, a writer at Ukwritings and Custom Writing .

It's all about overcoming that first hurdle.

Break the Essay Down

Most essays are written in the same way, very similar to how stories are written. They have a start, a middle, and an end, and highlighting this structure form is a great way to make essays seem a little less daunting.

After all, being tasked with a 1,000-word essay can feel overwhelming at first, but when you break it down into three main sections that can be focused on individually, the task seems a little more manageable.

Of course, each section of the essay has a specific purpose. The introduction is meant to grab the reader, hook them into the writing, and sets the tone for the essay ahead. The middle is for laying down and explaining the points that would answer the question of whatever the essay topic is about.

Finally, you have the conclusion, which wraps everything up, answers any questions that were asked, and rounds off the essay nicely. Focusing on these points can help massively when it comes to writing an essay because there's less thought needed on what you need to write and more focus on what the actual writing will be.

Practice, Practice, Practice

"It might seem a bit mean to set regular essays all the time, and you don't want to be that kind of teacher, but the best way to get better at essay writing, as with everything else in life, is to practice. This means giving your students essay tasks to complete, and then reviewing the mistakes and highlighting what they did well," shares Duncan Turner, an educator at Assignment Help and Essayroo .

And that's the important bit. Not only do you want to highlight the areas where your students can improve or perhaps correcting mistakes they made, you always want to make sure you're showcasing what they did well and congratulating them on the bits they got right.

This inspires confidence and will encourage your students to keep trying, keep writing, and keep getting better.

Katherine Rundell is a book writer at Essay Writing Service and BigAssignments . She writes about teaching and helping ESL students make the most of their educational efforts. Also, she is a proof-reader at Essay writing services reviews .

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5 Tips for Teaching Essay Writing to ESL Students

So your ESL (English as a Secondary Language) students have become more fluent in their new language. That’s great! Now, it’s time to learn and focus on more advanced forms of writing. But how can you get started?

One way would be to teach them to practice writing essays . This way, they can learn to conduct research, organize relevant information, and present their thoughts and ideas clearly and concisely.

But writing an essay in their second language isn’t as easy and your students will need some help. Following are 5 easy steps for teaching essay writing to your ESL students.

1). Get Down to Basics

Before teaching essay writing to your ESL students, make sure that you’ve already covered the fundamentals of sentence structuring. Start by teaching them how to write simple sentences, move on to compound, and then to complex sentences. Once they’ve mastered sentence formation, only then can you move on to teaching prepositions, conjunctions, and adverbs.

Next, have you r students focus on linking their language , as well as sequencing. For instance, you can ask them to come up with a process or guide , and then use language linking to connect the dots. One idea is to have them use bullets or numberings in a series of steps and link them by using time connectives .

2). Choose A Topic

Once your ESL students are ready to move on to essay writing , it’s time to come up with an engaging topic. This is an effective way to help a student maintain their interest throughout th e essay writing process.

I f they’re struggling to come up with a topic, feel free to give suggestions and then pick one that will get their creative juices flowing. If they choose a topic you think is too broad, help them narrow down their focus.

Once a student has picked a topic, it’s time to help them shape it into an actual stance . Have them form the topic into an argument, something that they can explain and justify in their essay. To encourage brainstorming, have your students think up ideas and draft them in a rough outline.

3). Writing the Introduction

Next, teach your ESL students to write a proper , attention-grabbing introduction. Show them how to get their readers hooked and interested in reading on, and share some examples or ideas. Some good essay writing prompts include a relevant quote or information from one of their sources, a fascinating fact or trivia, an adage, or even a joke, depending on their chosen topic.

Explain how this part of the essay should inform and prepare their readers to the central argument, as well as the main points that will be presented to defend their stance or argument.

Essay writing involves several steps and requires a number of skills. If your students are still struggling to work on more complex forms of writing, have them use resources that can help improve their writing. There are plenty of online tools and services they can use. For instance, they can visit IHateWritingEssays to find great insights and reviews on services that aim to assist students in their essay writing needs.

4). Working on the Main Argument

Since your students are new to writing essays in their second language, it’s best to have them stick to the traditional three-paragraph format of explanation. Teach them how e ach of these body paragraphs serve to explain and support one of their points of argument .

Have them start with a sentence that will explain each point, and then back it up with evidence from their research , which will comprise the rest of the paragraph. To improve clarity and con sistency , i nstruct them to explain complex point s by breaking them down to shorter and simpler sentences .

Teach your students the rule of three : The idea that readers will be more engaged and remember something better if they hear it reiterated in a set of three. Some examples are “blood, sweat, and tears” and “stop, look, and listen.”

5). Writing the Conclusion

Wrap it up with a conclusion that will sum up all the main points your students have written in the body of their essay.

This is the ir final opportunity to drive home their argument , so make sure they know they should no longer be adding new points in the conclusion. However, they can still include a quote or a thought for the future. Adding quotes or interesting facts is always useful in an essay because they add authority and credibility to one’s argument – not to mention they’re a great way to wrap things up.

Final Words

For ESL students, writing an essay in their second language can be challenging , but not with proper guidance and instruction from their teacher . Make sure your students have mastered the basics of writing . By following this guide, you’ll serve your ESL students wel l when putting together a written piece in the future.

Choosing the right TEFL course provider can be a tough one. Take a look at  Gallery Teachers TEFL Courses  and find the most suitable course for yourself. Never stop learning! Do you already have your TEFL qualification? Check  our available jobs here !

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11 Techniques to Boost Your Students’ ESL Writing Skills

The writer: an almost mythical creature.

Alone and aloof, at the mercy of some ethereal muse and her whims.

How can we hope to inculcate the skills of the mysterious discipline in our ESL students when it can seem an insurmountable task for even native speakers?

Luckily, much of our image of writers and writing has as much in common with reality as the Flying Spaghetti Monster !

Like much in life, discipline and craft can overcome most disadvantages for the struggling writer .

So get ready to get your students to apply some “wrist-grease” as we take a look at 11 techniques to take your students’ ESL writing skills to the next level .

1. Understand Planning, Success Criteria and Writing Structures

2. build strong sentences by beginning with subjects and verbs, 3. build coherent paragraphs, 4. order words for the most powerful impact, 5. paint pictures with words, 6. keep sentences fresh by varying their length, 7. punctuate for rhythm, 8. build on what your students already know, 9. let your students communicate and work together , 10. engage your students when presenting writing topics, 11. teach your students about formal vs. informal writing.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Planning is an essential element for the successful completion of many tasks , and none more so than for ESL writing. Good planning helps a student maintain focus, producing cogent and coherent writing.

Planning involves the structure and purpose of a piece of writing. As a teacher, you know the importance of structure when developing your lesson plans, so let your students in on the secret! 

Show your students how to develop an outline that will make their writing easier. Emphasize that a good outline can save them time thinking of what to write next, giving them a flow that will keep them confident and prevent midstream writer’s block.

How to implement it:

How can we implement planning and structure in ESL classes? ESL students will often need clear instructions to go about their planning, so it can be helpful to use writing frames . You can find a variety of free templates available online that are suited to an array of writing genres.

At the pre-writing stage, s hare success criteria with your students. The success criteria will include all the elements you expect to see in a successful piece of writing. This can even be turned into a simple checklist that students can use to check their work after completing their first draft.

You can develop a structure together or use a workable student handout. The student handout will provide a set structure for your students to follow . Including a section for topic sentences and supporting sentences on this handout or on the board will keep their writing minds organized and focused.

In English writing, there are many forms and styles to suit different writing scenarios and needs.  Each lesson can incorporate a new topic and writing style for them to learn . For example:

By teaching your students about planning and structure, their ESL writing will start to become more focused.

We are all aware that writing in a new language is more involved than the simple case of substituting one word for another. Each language has its preferences for certain sentence structures and idiosyncrasies of meaning.

Linguists regard English primarily as a right-branching direction (RBD) language. Sentences begin with subject and verb, with relative clauses that branch to the right, just like in this sentence. Not all languages display this characteristic. Japanese, for example, is considered to be an LBD language.

So, how can we make use of this theory in class? An excellent way for your students to really embed their understanding of the RBD sentence is to give them copies of newspapers. Have them hunt through articles identifying subjects and verbs and taking note of their position in sentences .

This will help make English’s RBD tendency apparent to them. For further practice, and to engage their own writing skills, have your students identify some sentences that are not RBD and rewrite them as RBD sentences .

The devil is in the details. Let’s take a look at an example :

Attired in a knee-length black cashmere cardigan, and sipping from a mug of Oolong tea, Jean, conscious that all eyes were on her as she stood silhouetted in the doorway, raised her hand in greeting.

Confused? No wonder! There are sixteen words before the subject is even mentioned, and a further fourteen before the important verb! Don’t be afraid to encourage students to break convoluted ideas into several simpler sentences to convey the same idea. Consider this rewrite in light of our understanding of the RBD nature of the English language:

Jean stood silhouetted in the doorway sipping her Oolong tea. Her long black cashmere cardigan hung down to her knees. All eyes were on her, as she raised her hand to greet them.

These exercises will build students’ confidence in writing strong sentences. It is important to point out to more advanced students that not every sentence needs to begin with the classic subject-verb construction. Where appropriate, model sentences that play with this sentence structure. For example, suggest opening a sentence with an introductory phrase or simply varying sentence length, to avoid a monotonous style, as is clear in the example above.

Once your students have a solid understanding of how to create proper sentences, you can move them into paragraphs. Showing your students how to construct paragraphs will give them a lifelong skill they’ll use in everyday life as well as professional ventures.

But how can we implement this in ESL classes? A good way to implement this is to separate sentence construction and paragraph building into two or three separate lessons . Make sure they have a very good handle on sentences before moving forward. Otherwise, you’ll spend half the class time backtracking.

In most paragraphs, the topic sentence is at the beginning, summing up what the paragraph will cover. Following that are the supporting sentences, covering the thoughts and ideas that hold the topic sentence in place, giving it validity and weight. Explain the structure of a paragraph to your students and let them see a visual of this structure on the board or in a handout.

You can then give them examples of a topic sentence and a few supporting sentences before letting them give their own paragraph-building a shot. Good visuals and easy-to-understand directions will go a long way in this crucial area of ESL writing lessons.

You can also touch on some key linking words we use to combine two sentences together. Here are some examples your students will be able to easily learn and understand:

These words will help them make their sentences more coherent with a nice readable flow.

In many ways, a sentence is a microcosm of a story. And like any gripping story , a good sentence ideally should have a strong beginning, a meaningful middle and an end that echoes on and on… and on. Once your students have mastered the structure of RBD sentences, they can bring greater depth to their writing through consideration of word order .

What does all this mean for the struggling ESL student? At the word level, students should be encouraged to put their strongest words and images at the beginning and the end. We can think of the beginning of the sentence as the “hook,” just as we would for a short story, and the end should impact the reader.

In his wonderful book “Writing Tools,” Roy Peter Clark writes:

For any sentence, the period acts as a stop sign. That slight pause in reading magnifies the final word, an effect intensified at the end of a paragraph, where final words often adjoin white space.

How do we implement this in the context of teaching ESL? A useful practice is to have students go back through their first draft with a pencil. Ask them to underline the most interesting words in each sentence. If the most powerful words are buried in the middle of sentences, can the sentence be restructured to bring these words to the beginning or the end?

Not only does this bring variety to your students’ writing, but it will increase the dramatic impact of what they have to say.

The fact that as humans we can draw seemingly arbitrary squiggles onto a page and convey our deepest thoughts to another human being is surely one of the human race’s greatest accomplishments. We can convey everything from the fleeting essence of an emotion such as love, to the details of an immense building, at first seen only in the architect’s mind. And all this from scratching marks onto paper.

Much of the meaning communicated through the written word takes the form of mental images. The task of the writer can be likened to that of a painter, except the canvas is the reader’s mind. Encourage your students to appeal to the senses in their creative writing . Good writing is evocative, and sensual writing is the most evocative of all.

In practical terms, a good method for encouraging your students here is to spend some time on literary devices, such as simile, metaphor, personification  and so forth. There is a good chance students will be familiar with the concepts, if not the vocabulary, from studying their own language at school.

Model a few examples of, say, a simple simile, on the board, (i.e. as hard as a rock). Students can then brainstorm possible substitutes for the adjective “hard,” and are welcome to reference a thesaurus. Examples might be “solid,” “strong,” “tough,” etc.

This activity is also useful for students to get a feel for the language, and the different shades of meaning associated with various synonyms. This can then be repeated for the noun in the simile.

Once your students have a good grasp of the particular figure of speech they have been working on, they can graduate to producing their own original examples. Ultimately, students should be able to use them seamlessly in their independent writing.

Nothing is more frustrating for a reader than boredom, and a sure-fire way to ensure boredom is for your student to write all their sentences the same length. It is the literary equivalent of speaking in a monotone.

This is a common problem for ESL students. Often lacking confidence in their grammar knowledge of their target language, students stick to the one or two structures they are most comfortable with. For example, the classic English sentence structure outlined in #2 above.

When we teach students to vary the lengths of their sentences, be sure to point out that this does not need to be done arbitrarily. Sentence length can be varied according to the purpose of the sentence . A good rule of thumb here is to encourage your students to keep sentences short when they are explaining or describing something complex. This allows them to break down what they want to say in manageable chunks of language.

The reverse is true for expressing simpler concepts. Here the long sentence can be employed, affording the student a more expansive canvas to express themselves, unintimidated by the complexity of what it is they have to say.

An example of how to implement this could be during the teaching of instruction writing. Have your students write a set of instructions for something they know how to do and encourage them to employ short sentences for complex concepts, and longer sentences for simpler ideas rule .

You could also have them rewrite examples you provide where this rule has not been applied.

Now I am not suggesting we ask our students to write exclusively in iambic pentameter. But, judicious use of punctuation in English is an excellent means to convey meaning and to control the rhythm of a piece of writing. It is the literary equivalent of using note values, rests and bar lines in music notation.

Punctuating for rhythm is not just a pleasing sonic folly that provides variety in your students’ writing. It is crucial to conveying meaning accurately . The language’s reliance on this has been the source of countless hilarious memes, and has even been the source of some bestselling book titles, such as  “Eats, Shoots & Leaves.”

Nitty gritty time. What does this look like in the classroom? As is often the case, teaching the new skill in isolation is the first step. Show your students how to use a particular piece of punctuation, give examples from printed material, whether the Internet, or the old-fashioned print variety.

Then, have students generate their own sentences based on this modeling. After they have successfully looked at several different punctuation marks and applied them correctly, write a sentence on the board and see how many different ways they can punctuate the sentence and still have it make sense.

This can be great fun for students, especially in a group. The longer the sentence, the more variability in answers available. Often the results are very funny!

Here is a classic example of how punctuation can entirely change the meaning of a sentence:

A woman, without her man, is nothing.

A woman: without her, man is nothing.

Lots of fun can be had with these ambiguities. Check out this site for more fun examples.

Instead of having your students jump into the vast seas of writing all at once, teach them to strengthen their writing bit by bit. Teach them the skill of building their writing around what they already know.

Their vocabulary doesn’t need to be anything special. You can start them off small and teach them how to build as they go.

How can you start to implement this in your ESL classroom? Try encouraging a little writing in every class , whether it be note taking, dictation of a few sentences or a short paragraph about their weekend. Let them try it out. You may be surprised at what they create.

Building confidence in note taking will create ample opportunities for your students to practice writing . They can copy what you’ve written on the board or any important information you’ve presented. Clue your students in to the importance of using writing as a tool and explain how much easier it will be for them later on if they take a few notes from time to time.

Incorporating communicative learning into your ESL writing lesson will foster creativity and confidence in your students. They’ll have a solid understanding of what they need to do when communicative learning is implemented prior to writing.

Letting your students openly discuss the writing topic with you and their classmates is a great warm-up activity . It’s exciting, and it allows them to generate fun, interesting ideas while learning the value of collaboration.

A great way to get students to communicate and come up with ideas together is to break up the class into groups or pairs, depending on size, and let them work out some of the writing topic details together. Brainstorming is one of the most important aspects within writing and your students can build on their writing through discussion .

You can also allow some class time for presentations on what each pair or group has come up with. This can lead to collective brainstorming as students share their thoughts and ideas with everyone.

Communicative tasks are always great in any ESL lesson, so don’t forget to use it in your ESL writing lesson plans!

In an ESL lesson, you’ll always need to present writing topics  in a way that’s effective, concise and fun for your students. An exciting presentation of writing topics will lead to a cascade of enthusiasm with eager students ready to write at the drop of a hat. Furthermore, making them part of the process will teach them to choose topics for themselves and open up future ideas and possibilities for writing.

So, how can you engage students when presenting writing topics? A great way to engage students is by utilizing short personal stories when presenting a topic. Visuals such as pictures or short videos can also be effective, but make sure that the videos will be relevant and at the right level for your students.

Another great strategy you can implement into your lesson is to present a broad topic and give your students the opportunity to shout out related words as you write them on the board , creating a brainstorm of ideas for students. This gets them directly involved in the presentation and they can begin to build creative ideas about what words they’ll use to construct their sentences.

As your students progress into well-crafted writing, you’ll want to move them toward understanding the difference between formal vs. informal writing . Depending on the students’ ages, levels and interests, understanding formal and informal writing styles could be incredibly useful.

Granted, the young learner may not need this information for some time, so know your students and gauge what’s most important for them.

How can you teach students the difference between formal and informal writing in an ESL lesson?

Here are some key points to present when teaching a formal writing style to your students:

• Stay away from contractions. Always writing the whole word is the best policy.
• Never use slang in your formal writing.
• Learn, recognize and expand on your formal phrases. For example, using phrases such as “approximately,” “due to,” “sufficient” and “Sir/Madam” will come in handy for formal writing.

Here are some key points for informal writing :

• Contractions are fine. Just don’t use too many, since this may be confusing to your reader.
• Phrasal verbs or idioms are always welcome in informal writing.
• Including informal words like “hey,” “thanks,” “best wishes” and “about” are more than acceptable in informal writing and help create the right tone.

Now you have learned 11 ESL writing techniques, it’s time to start implementing them in your lessons.

With a little planning and brainstorming, you can create exceptional, exciting and encouraging writing lessons to teach your students essential writing skills.

Be creative, be engaging, and your students will follow your lead into excellent English writing.

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Big Guide to Teaching EFL/ESL Writing: 16 simple steps

Writing. Like it or not, it’s a massive part of learning a language, and for English students, it can be the toughest skill to overcome. It’s also the most neglected by EFL/ESL teachers.

But it’s important you help your students improve. Emails to colleagues, academic papers, official reports and even messages to friends all require practical writing skills, and beyond that, it’s a productive exercise that boosts grammar, vocabulary, and communication.

So get your pencils ready, there’s a lot to get through!

1. Break down barriers to writing

It takes time to work through these barriers, but with a positive attitude and the rest of the steps in this guide, you’ll get there.

2. Do a little, often

And you can give frequent homework tasks, too. Instead of a massive 500 word assignment every three months, get them to write 50 words or so every week. This way, you can give them ongoing feedback, which they can immediately implement. More on giving feedback in step 14.

3. Plan tasks to have a specific focus

If it’s a class of younger students, or less confident beginners, I’d only focus on one or two things. Three might be too much.

4. Remember it’s not just grammar and vocab

But there’s far more to writing than just remembering words and grammar rules. Students should think about tone, paragraph structure, organisation of ideas, varying sentence length, engaging the target audience, and applying conventions to the specific type of writing.

Only one quarter of the marks given cover grammar and vocabulary. The rest are for other skills which EFL/ESL teachers often disregard, or never even think about.

5. Choose interesting topics to write about

What you have to figure out, though, is what your students like. If you’ve taught them for a long time, you’ll have already developed a relationship with them and have a good idea of their hobbies and preferences. But if you’re starting with a new set of students, you won’t know them so well.

6. Vary types of writing task

For example, a formal letter appears differently to an email to your best bud. Stories contain slower, meandering, flowery, descriptive passages followed by quick turns of pace. And articles have lots of rhetorical questions, right?

7. Show students how to write

And sure, people can write words. They can follow the patterns in their own language and string sentences together. But without direct instruction, they can fall into analysis paralysis, or end up translating directly from their own language, which is a bad habit that results in major errors.

In steps 4 and 6, we talked about different writing tasks, tone, conventions, formality etc. How do students know how to do any of this if you don’t show them?

Write something yourself. Create a model example on the board, one sentence at a time. Remember those few things you’re focusing on? Now’s the time to emphasise them and help students see how to fit them into the writing.

8. Introduce connectors

There are plenty more to get familiar with, but the ones in this list will go a long way for intermediate and advanced students.

9. Delineate formal and informal

One of the most important aspects of writing is getting the register (formality) correct. Students know this is true, but they might not be aware of how to write formally or informally. They might also be a little unsure about which types of writing should be formal and which shouldn’t.

Stories don’t easily fall into either category. For the most part, they can be considered as neutral, but can veer either way depending on the genre and audience.

10. Do guided writing activities

Keep going like this until the writing task is finished. The collaborative effort means that the writing will be of a much higher quality than if a student wrote it alone. Everyone learns from improving it together.

Not only this, but it boosts confidence, and creates an atmosphere of mutual trust and teamwork. Everyone gets involved actively.

As a teacher, you can also use this to assess students’ skills and identify any weaknesses.

11. Provide plenty of structure

So, students go home and look at the prompt and the expanse of white in front of them. What was it they learned in class? Connectors. But what connectors were they? How do you spell them? And which ones were formal and which were informal?

Music students aren’t expected to practice a new song from memory. They get the notes on a sheet. Why should you expect EFL/ESL students to practice writing without any prompts?

Provide them with lots of resources. Give them the model example you did at the start. Let them make a big list of connectors and formal/informal phrases, and even give them a photo of the guided writing you all did in class.

As they gain confidence, you can start taking away some of the structure until they’ve mastered the required skills.

12. Encourage editing (and show them how to do it)

The guided writing activity in step 10 is a collaborative editing exercise. But students should learn how to do it on their own, too.

Stage 1: Grammar and spell check. Go through the text and look for mistakes, focusing on things like:

Stage 2: Tone, register and coherence. Make sure language is appropriate for the type of writing task, and your points are easy to understand:

Like with the previous writing skills, you should show an example of how to do this kind of editing, so your students can imitate it.

13. Organise homework effectively

This is especially true for private classes. They’re paying for intense tuition, not for you to sit and do nothing while they write.

For more on organising homework, read my article 5 Tips for Setting Homework in Private EFL/ESL Classes .

14. Give focused and gentle feedback

Also, don’t just mark things as wrong. I find it better to highlight things and get students to correct their own mistakes. Perhaps give them a prompt like “check your past tense verbs”.

15. Consider implementing rewrites

You can do this with your students, getting them to rewrite it after your feedback. Now, there’s a caveat with this – students may not like having to do the same task again, and they may see it as a punishment for doing really bad the first time around. This is not the intention. Make sure they know it’s a technique for continuous improvement.

16. Shake things up with fun activities and games

So, to break up the relatively serious and sedentary nature of writing, play some fun games and do exciting activities.

It’s the foundation for progression in writing. And I fully believe you can make it a success. Using these ideas and your own experience, you’ll have your students becoming the next Shakespeare or Rowling! Well, maybe not, but they’ll at least reach heights they couldn’t imagine before.

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How to Teach Writing to ESL Students

• May 9, 2022
• Lesson Planning , Teaching Writing

Are you wondering how to teach writing to ESL students? Here are four tips for teaching writing that you can incorporate.

1. Modeling

Different cultures have vastly different structures and styles when it comes to academic writing. For example, in low-context cultures like the United States, arguments are clearly and directly laid out and the thesis (main argument) is in the beginning of the essay. In other cultures, it is common to put the thesis toward the end of the essay. This is an indirect, and arguably more interesting, way to make an argument, and the reader is expected to connect the dots themselves. 

This is why it is important for writing teachers to show students models of the type of writing they expect students to produce. These samples need to be broken down and analyzed so that students understand how all the pieces work together in the finished product.  

2. Teach the Writing Process

Don’t skimp on teaching each step of the writing process! If students complete these steps, the quality of their writing will be much better. That means less work for you!

The basic writing process steps are:

1. Brainstorming – This is a free writing exercise that helps students get several ideas down on paper. I tell my students not to worry about spelling and grammar when they free write. I also show them how to brainstorm using a mind map so they can see interconnected ideas. After they free write, I have them discuss their ideas with a partner and jot down any additional ideas that come up from the discussion. Then I have them look at their brainstorm notes and select ideas that would be good topics to write about. I often help them with this step.

2. Outlining – Students are not ready to organize their ideas into an outline. Make sure that they have the main components of an essay or a paragraph – thesis (for an essay), topic sentences, supporting details, and a conclusion of some sort. I tell my students that they can write in note form in their outline. They are simply organizing ideas, not writing sentences or paragraphs yet. Then I check their outlines and make suggestions. For example, if a student barely has any supporting ideas to support a topic sentence, I’ll ask them if they really want to include that idea.

3. Drafting – Students are now ready to write their first drafts! I usually have them do this in class so that I can provide some feedback in real time and answer questions as they arise. Then I collect the drafts, give written feedback (with some kind of rubric), and hand them back to students to revise. Then students write a final draft!

3. Engaging Prompts

Make sure the writing prompts you assign are appropriate for diverse students and are engaging. Giving them a choice of 2-3 topics works well in my classes. Make sure to build up schema (background knowledge) on topics so they have ideas to write about. 

For example, if you just wrapped up a reading unit on climate change, they can write a cause and effect essay on that topic. If you share a group of students with another teacher, ask what units they’ve completed to get ideas for what students can write about in your class. 

You can certainly have them choose their own topics, but I recommend having them check the topic with you first. 

4. Instruction on Interpreting Feedback

Teaching students how to decipher and implement your feedback is just as important as teaching them academic writing structure and organization. 

Before giving them feedback on their writing, you need to prep them by teaching a lesson on exactly how to interpret your feedback. Every teacher gives feedback differently, so teach them your method. Give them a handout with a set of editing symbols that you will use on their drafts and written comments. Do a whole lesson on what these symbols mean and how to make changes to drafts according to your feedback. Show them an example “rough draft” with the editing symbols and comments on it, and work together to edit the draft according to the feedback. Give them opportunities in class to read over your feedback and ask questions. 

You know how long it takes to give quality feedback on drafts! Don’t let all that hard work go to waste. 

We want out students to improve their academic writing skills in order to achieve their language goals. Implement these tips for how to teach writing to ESL students today in your class!

If you want no-prep writing units that your students will love, check out these writing units from my store. These units will take students through the entire writing process, and they include reading passages for building schema and background. They also include teacher feedback keys and rubrics for faster grading.  Click the images below to get to the resources!

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How to Teach Essay Writing – to ESL Students

Let’s face it, having to write an essay for most people is a daunting prospect, even if it’s in your first language, let alone trying to write one in your second language.

There are a number of barriers for ESL students to overcome that native speakers don’t have to deal with when it comes to essay writing.

• Most ESL students are far better at speaking than writing because they have a lot more opportunities to engage in conversation. As a result, they know they lack ability in writing and are afraid to expose this to others.
• Their first language, to a greater or lesser extent depending on the student, will impede their ability to successfully write using their second language.
• ESL students don’t have a fully developed lexicon. This means that they will find it hard to write in a clear, appropriate, or nuanced way.
• Essay writing is a skill that they can’t improve on their own because they don’t have an instinct for the language. They need instructions and feedback from a teacher in order to progress.

Given these barriers to learning, good TESOL teachers will ensure they have a very clear lesson plan when teaching essay writing.

I recommend that you start by giving your students a clear and defined process to follow – one that will work for whatever essay topic they need to answer. My process is called ‘The 3 Ps’ – Planning, Paragraphs, and Polishing .

My first writing professor in college told me that there are two unbreakable rules in essay writing. The first of these was…

‘What you leave out is more important than what you leave in.’

What he meant by that is that any essay writer will only mention 0.00000000001% of information that can be written on any given topic. This concept is especially salient for ESL writers.

When considering an essay topic, ask your students to brainstorm every point they can think of and then put them into two categories – important and less important.

Explain that they should focus on the most compelling ones – and leave out minor ideas or things that are too difficult to explain because of language issues.

Now let me share with you a maxim that I teach my students…

‘Essay writing is essentially about making assertions and then backing them up with evidence (reasons, examples, statistics, reliable news sources and expert opinion).’

The key pieces of evidence are reasons and examples. When they choose the most important points to write about, make sure they add reasons or examples for each point before they start writing.

The second unbreakable rule my writing professor taught me was…

‘When you’re writing, imagine your readers are idiots.’

Often when I read an essay written by an ESL student, there are logic gaps – missing links in chains of reasoning.

Students sometimes mistakenly believe that the thinking behind their writing is self-evident, so some links are quickly glossed over or not mentioned at all. If this is the case, I tell them it’s necessary for them to very carefully explain every single link in all chains of reasoning – like their readers are idiots.

Many ESL students are prone to having a breakdown in communication between what goes on in their minds and what they end up writing in their paragraphs.

This is because of their lack of practice in developing this skill.

I impress upon my students that…

‘Writing is the evidence of your thinking.’

I tell them that there needs to be a well-constructed bridge between their mind and their hands when writing their paragraphs.

The better the bridge, the less chance there will be a disconnect between their thinking and writing, resulting in them displaying their writing skills at their optimum level.

Have you ever heard of the expression, ‘putting lipstick on a pig’? Let me explain…

Polishing an essay is overrated. As an Academic Director at various Language Schools and Universities, I have seen some TESOL teachers who think that all that writing teachers need to do is to make as many corrections in red pen as possible.

Yes, proof reading an essay for spelling, grammar and punctuation needs to be done. But there is little point if the planning and paragraphs are substandard.

‘Polishing an essay that fails in the planning and paragraph stages is like putting lipstick on a pig.’

Or to put it another way, a hard, dry, crumbly cake with delicious icing is still a cake fail.

My teaching experience with ESL students has shown me that the vast majority of them have reached or are close to reaching their CURRENT potential with regard to spelling, grammar and punctuation.

They are usually a long way from reaching their CURRENT critical thinking potential.

By all means, spend some time on polishing techniques. However, it’s imperative that English Language Teachers create essay writing lesson plans that emphasise developing critical thinking in the planning and paragraph stages.

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How to Teach Essay Writing

A guide on how to teach essay writing skills from the ground up

Jagseer S Sidhu / Wikimedia Commons / CC BY 4.0

• Resources for Teachers
• Pronunciation & Conversation
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• Reading Comprehension
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• TESOL Diploma, Trinity College London
• M.A., Music Performance, Cologne University of Music
• B.A., Vocal Performance, Eastman School of Music

As ESL students become more fluent, it's time to focus on how to use that fluency in specific tasks, such as making a presentation or writing an essay. The advanced topics you choose should depend upon what your students have planned for the future. In classes with mixed objectives, there's a need for balance to make sure that students who don't necessarily need the task at hand still profit from the lesson.

This is never truer than when teaching essay writing skills. Classes that are preparing for academic English objectives require the skills while " business English ," or English for specific purposes classes, might find the entire exercise a waste of their time. Chances are, you have a mixed class, so it is recommended to tie essay writing skills to other important skills — such as using equivalencies, the proper use of linking language, and sequencing in writing. Students not interested in essay writing skills will gain valuable experience in developing these skills regardless of the task.

Build Toward Essay Writing Skills

Start by modeling clear writing at the sentence level. The best way to approach essay writing skills is to start at the sentence level. Once students have learned to compose simple, compound, and complex sentences, they will have the tools necessary to write longer documents such as essays, business reports , formal emails, and so on. All students will find this help invaluable.

Focus on Equivalencies

I find the best place to start is with equivalencies. Before moving on, make sure students understand sentence types by writing a simple, compound, and complex sentence on the board.

Simple sentence: Mr. Smith visited Washington three years ago.

Compound sentence: Anna advised him against the idea, but he decided to go nonetheless.

Complex sentence: Since he was in Washington, he took the time to visit the Smithsonian.

Build up students' knowledge of equivalencies by beginning with FANBOYS ( coordinating conjunctions ), moving on to subordinating conjunctions, and finishing with other equivalencies, such as preposition and conjunctive adverbs.

Focus on Linking Language

Next, students will need to link their language, creating organization through the use of linking language, including sequencing. It helps to write out processes at this point. Ask students to think of some process, then use sequencing language to connect the dots. It's a good idea to ask students to use both numberings in a sequence of steps and linking through time words.

Writing Essay Practice

Now that students understand how to combine sentences into larger structures, it's time to move on to writing essays. Provide a simple essay to students and ask them to identify various structures and written objectives:

• Underline linking language
• Find examples of FANBOYS, subordinating conjunctions , conjunctive adverbs, etc.
• What is the main idea of the essay?
• How does the essay seem to be organized?
• Essays generally contain an introduction, body, and conclusion. Can you identify each?

I like to help students by first explaining that an essay is like a hamburger. It's certainly a crude analogy, but students seem to get the idea of the intro and conclusion being like the buns, while the content is the good stuff.

Essay Writing Lesson Plans

There are a number of lesson plans and resources on this site that help with the many steps involved in developing the necessary writing skills. To focus on combining simple sentences into more compound structures, use a ​simple-to-compound sentence worksheet. Once students are comfortable at the sentence level, proceed from brainstorming through outlining to final essay production.

Challenges With Teaching Essay Writing

As previously stated, the main issue with essay writing is that it is not really necessary for every student. Another issue is that traditional five-paragraph essays are certainly a little old school. However, I still feel that understanding the structure of your basic hamburger essay will serve students well when putting together future written work.

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TESL Ontario Blog

A guide to teaching essay writing to your esl students.

As your students become more fluent in their new language, it’s a good idea to start focusing on more complex forms of writing. Essays are a great way for ESL students to practice researching, organizing information, and clearly representing their ideas. However, writing an essay in a second language can be difficult, so your students are going to need some help.

Have the Basics Down First

Before you begin teaching your students how to write an essay, you should make sure they have basic sentence formation down. Show them how to write simple, compound, and complex sentences. Start with a simple sentence, then instruct them on how to make it into a compound sentence, and then a complex sentence. Then you can move on to conjunctions, prepositions, and conjunctive adverbs.

Picking a Good Topic and Thesis

“The best way to teach essay writing is to have students become engaged by allowing them to pick a topic they are interested in,” writes David Muse, ESL teacher. Guide them towards something they can actually argue for or against. Once the student has a topic, it’s time for them to brainstorm and do their research. Teach them how to look up facts and statistics that will support their argument. Explain to your students what a thesis statement is.

Introduction

Show you students how to write a proper introduction. Teach them ways to get the reader hooked and interested in reading on. Give them some ideas for how to hook their reader. Some good ones include a relevant quotation from one of their sources, an interesting fact, or even a joke, depending on their topic. Explain how an introduction should introduce the reader both to the central argument, as well as the main points that will be used to defend that argument.

Main Argument

Your students will probably find it easiest to stick to the traditional three main body paragraphs format. Each one of their body paragraphs will be concerned with one of their supporting arguments. They must explain each point and back it up with evidence from their research. Show them how to explain complex points by using shorter, more simple sentences to improve clarity. Teach them the rule of three. The rule of three is the idea that people will remember something better if they hear it reiterated in a group of three. A good example is “Stop, look, and listen.”

Wrapping Up

In the conclusion, your students will sum things up by reminding the reader of their main points. This is their last opportunity to really drive home their thesis. Make sure they know they should not be introducing any new points in their conclusion, but they can include a quotation or thought for the future. Quotations are useful because they lend some authority to the essay, and that’s a good way to end things.

Writing an essay in an unfamiliar language can be difficult, but your students can achieve it if they have the proper instruction. Remember to get them up to speed on the fundamentals of writing first. Follow this guide to teach your ESL students essay writing.

Grace Carter is an educator and curates teaching lessons, and improves the quality. She also teaches creative writing.

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WHEN EDUCATORS UNITE, LEARNERS TAKE FLIGHT

***Disclaimer: In this site, the terms ESL students (English as a Second Language), ELLs (English Language Learners), and ML (Multilingual Learners) are used interchangeably. While “Multilingual Learners” is becoming the more widely accepted term, “ESL students” and “English Language Learners” are still commonly used in various contexts. My aim is to be inclusive and clear to all readers, regardless of the terminology they are familiar with.

How to Teach Writing to ESL Newcomer Students

Teaching writing to newcomer ESL students comes with its challenges.

In this blog, we’ll explore effective strategies to make the process smoother and more engaging for both educators and learners.

Introduction:

1. assessment of prior knowledge:, 2. build basic vocabulary:, 3. sentence structure:, 4. modeling:, 5. graphic organizers:, 6. sentence frames and starters:, 7. peer collaboration:, 8. differentiated instruction:, 9. use technology:, 10. regular writing practice:, 11. incorporating additional resources for esl writing:, 12. celebrating progress:, conclusion:.

Teaching writing to ESL newcomer students involves not only language acquisition but also the exploration of cultural nuances and personal expressions.

In this blog, we’ll delve into effective strategies for guiding ESL newcomers through the intricate process of developing their writing skills. From building a foundation in basic vocabulary to fostering a supportive learning environment, these strategies aim to empower ESL teachers in facilitating the linguistic and creative growth of their students.

Let’s dive in.

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When teaching writing to newcomer ESL students, it’s important to gauge their existing proficiency in their native language. This evaluation includes an assessment of their language skills, literacy levels, and any prior experiences they may have had with writing.

Language Skills Evaluation:

Assess their basic language skills, including speaking, listening, and understanding. This evaluation gives you insight into their overall language proficiency.

Literacy Assessment:

Determine their literacy levels in their native language. Understand if they are familiar with reading and writing conventions, as this knowledge can often be transferred to English.

Writing Samples:

Request samples of their writing in their native language. This can provide insights into their ability to organize thoughts, use grammar, and convey ideas effectively.

Individualized Instruction:

It’s essential to note that all newcomers are not the same, and lessons should be carefully selected to match individual abilities. Lessons need to meet newcomers where they are in their language proficiency journey.

When teaching writing to your newcomer ESL students, it’s crucial to identify transferable skills from their native language to English. Recognizing proficiency in certain areas, such as organizing ideas, allows students to apply similar skills to their English writing. This acknowledgment not only builds on existing strengths but also provides a sense of familiarity and confidence in the learning process.

On the flip side, it’s equally important to pinpoint specific areas for improvement. This involves identifying aspects like understanding grammar rules, expanding vocabulary, or structuring sentences where students may need additional support. By addressing these specific needs, you can tailor your instruction to enhance the overall writing proficiency of your ESL students, fostering a well-rounded and supportive learning environment.

The assessment of prior knowledge helps you understand where your students currently stand in terms of language and writing abilities, guiding you to develop a teaching strategy that meets their needs and encourages steady progress in learning English writing skills.

Focusing on building basic vocabulary when working with newcomer ESL students lays the groundwork for effective communication and writing. This process involves introducing and reinforcing words relevant to everyday situations, including greetings, common objects, food items, family members, and daily activities.

Visual Aids and Realia (Real-life Objects):

Use visual aids such as pictures, flashcards, posters, and real-life objects (realia) to illustrate the meanings of words. These visuals provide a concrete reference, helping students associate words with images for better retention.

Multimedia Resources:

Integrate multimedia resources, including videos, audio clips, and interactive online tools, along with visual aids and real-life objects. This combination exposes students to authentic language use, making the learning experience more engaging and dynamic.

Enhancing basic vocabulary skills provides ESL students with improved communication abilities in English, empowering them to express their thoughts and ideas more effectively. This proficiency not only facilitates better understanding in everyday situations but also lays a foundation for more complex language use.

Furthermore, incorporating culturally relevant vocabulary, such as words that reflect students’ daily lives and experiences, adds a personal touch to language learning.

By employing engaging strategies and focusing on everyday language use, you can create a solid foundation that supports your English language learners as they progress in their language learning journey.

Read more >>> Building Bridges with Words: A Roadmap to Effective ESL Vocabulary Instruction

Understanding how to construct sentences is fundamental to effective writing and communication, especially for newcomer ESL students. Focusing on sentence structure involves teaching them the basic rules of grammar and guiding them through the process of creating clear and coherent sentences.

Basic Grammar Rules:

Introduce basic grammar rules, covering subjects like subject-verb agreement, word order, and punctuation. These rules serve as a framework for constructing grammatically correct sentences. Start with simple sentence structures, encouraging students to create sentences with a subject, verb, and object. For example, “I eat an apple.”

Modeling and Gradual Complexity:

Model proper sentence construction through examples. Demonstrate how to organize ideas in a clear and logical manner. Visual aids or interactive activities can enhance understanding. Gradually introduce more complex sentence structures as students become comfortable with the basics. This progression could include compound sentences, complex sentences, and varied sentence lengths.

Interactive Exercises:

Incorporate interactive exercises such as sentence-building games or group activities. This makes learning about sentence structure engaging and enjoyable.

The benefits of focusing on sentence structure in ESL writing instruction are significant:

First, an enhanced understanding of sentence construction directly correlates with improved communication skills. This proficiency extends to both written expression and verbal communication, enabling students to convey their ideas more effectively.

Second, a solid grasp of sentence construction contributes to overall writing proficiency. When students can organize their thoughts in a coherent manner, their written compositions become more compelling and articulate.

Finally, the emphasis on gradually introducing more complex sentence structures serves as preparation for future writing tasks. This approach ensures a smooth progression in the language learning journey, allowing students to tackle more advanced writing challenges with confidence and skill.

Modeling involves demonstrating and providing examples of well-structured sentences and paragraphs to serve as a guide for ESL students. This strategy helps learners understand the organization, flow, and language conventions in written English.

Clear Examples and Paragraph Structure:

Offer clear and concise examples of well-constructed sentences. Choose examples that are relevant to the topic at hand and showcase proper grammar, punctuation, and vocabulary use. Model the organization of paragraphs. Show how sentences within a paragraph are related and contribute to a central idea. Emphasize the importance of topic sentences, supporting details, and concluding sentences.

Interactive Modeling and Visual Displays:

Make the modeling process interactive. Engage students in discussions about why certain sentences or paragraphs are effective. Encourage them to identify key components of the examples provided. Use visual displays such as charts, posters, or digital slides to showcase model sentences and paragraphs. These visual aids can reinforce learning and serve as a quick reference for students.

Shared Writing Activities and Peer Modeling:

Engage in shared writing activities where you write collaboratively with the students. Discuss and model the thought process behind sentence and paragraph construction. Encourage peer modeling by having students share their own well-constructed sentences or paragraphs with the class. This promotes a collaborative learning environment.

Read more >>> How to Implement An Effective Explicit Language Instruction for ESL Students

Graphic organizers, such as mind maps, charts, diagrams, and outlines, are visual tools that assist students in organizing their thoughts and ideas before they begin the writing process.

The purpose of utilizing graphic organizers in writing instruction is twofold:

• Graphic organizers serve as valuable tools for organizing students’ thoughts before they embark on the writing process. This additional support is particularly beneficial for newcomers, helping them structure their ideas effectively in English.
• They offer a visual representation of the relationships between ideas. By visually illustrating the connections between different elements of their writing, students can gain a clearer understanding of how their thoughts and concepts relate to one another. This fosters improved coherence and organization in their written expressions.

Mind maps are diagrams that visually represent ideas and their connections. Encourage students to create mind maps by placing the main topic in the center and branching out with related details.

Charts, such as tables or grids, can help students organize information in a systematic manner. For example, they can create a chart to compare and contrast different elements of a topic.

Diagrams, like flowcharts or Venn diagrams, visually illustrate relationships between different concepts. These can be useful for organizing ideas and demonstrating connections.

Provide students with structured outlines to guide their writing. An outline breaks down the writing into sections, ensuring a logical flow of ideas.

For effective application of graphic organizers in ESL writing instruction, integrate these visual tools into pre-writing activities. Direct students to use these tools actively, prompting them to brainstorm ideas, outline main points, and organize information before initiating the writing process.

Foster a collaborative learning environment by urging students to engage in shared use of graphic organizers. Encourage teamwork as they work together to create visual representations, ensuring a supportive and interactive atmosphere within the classroom. This collaborative approach not only enhances their understanding of the material but also promotes a sense of community and shared growth in their language learning journey.

Sentence frames and starters serve as pre-constructed phrases or sentence beginnings, providing students with a foundation for constructing their own sentences in English.

They offer a structured foundation for ESL students, facilitating the expression of their thoughts. These tools are especially advantageous for learners navigating the intricacies of forming grammatically correct sentences in a new language.

By incorporating sentence frames, you actively contribute to building your students’ confidence in expressing themselves effectively in English. The provision of a clear starting point not only diminishes their anxiety associated with language challenges but also encourages enthusiastic participation in various language activities.

Simple Sentence Frames:

Begin with simple sentence frames that students can fill in. For example, “I like ________.” This allows them to practice basic sentence construction with familiar vocabulary.

Expanding Complexity:

Gradually introduce more complex sentence frames as students become comfortable with the basics. For instance, “Although ________, I also ________.” This helps them experiment with different sentence structures.

Content-Specific Frames:

Provide sentence frames that are specific to the content being studied. This ensures that students can apply their language skills to different topics and subject areas.

To apply these strategies effectively, engage your students through interactive exercises. Encourage them to complete sentence frames individually, in pairs, or as part of a group activity. This hands-on approach promotes active participation and reinforces the understanding of sentence structures.

Empower your students by providing opportunities for personalization. Let them create their own sentence frames based on their interests or experiences, adding a meaningful and unique touch to their language practice. By implementing these strategies, you foster a dynamic and engaging environment that supports your students’ language development and writing skills.

Peer collaboration in writing involves students working together, either in pairs or small groups, to complete writing tasks. This collaborative approach fosters a shared learning experience among students, allowing them to tap into each other’s strengths, ideas, and language skills. It promotes a sense of teamwork and collective growth within the classroom environment.

Additionally, peer collaboration serves as a means to reduce writing anxiety among students. By providing a supportive context, collaborative writing enables students to share both the challenges and successes encountered during the writing process, ultimately making the task less intimidating. Through collaborative efforts, students not only enhance their writing skills but also develop a sense of camaraderie and mutual support in their academic endeavors.

Pair and Group Assignments:

Assign writing tasks that require collaboration. This could include joint essays, group projects, or paired editing activities. This allows students to share ideas and perspectives.

Clear Guidelines:

Provide transparent guidelines for collaboration, specifying the roles and responsibilities of each student within the pair or group. This ensures that everyone contributes to the writing process.

Peer Review Sessions:

Incorporate peer review sessions into the writing process. This involves students exchanging their written work for constructive feedback. This not only provides insights but also encourages a culture of mutual support.

Collaborative Writing Projects:

Assign collaborative writing projects where students work together to create a piece of written content. This could be a joint essay, a research project, or a creative writing exercise.

Group Editing Sessions:

Organize group editing sessions, allowing students to review and provide feedback on each other’s writing. This not only improves writing quality but also enhances editing skills.

Scaffolded writing activity pages: LADYBUGS | DIGITAL & PRINTABLE | GOOGLE SLIDES

Differentiated instruction is a teaching philosophy that recognizes the diversity of students in terms of learning styles, abilities, and language proficiency, specifically tailored to meet the unique needs of each learner in the context of writing instruction for ESL students.

ESL newcomers often enter the classroom with varying levels of writing proficiency. Some may be beginners, while others may have more advanced skills. Differentiated instruction acknowledges this diversity, aiming to provide tailored support based on individual writing abilities.

The primary goal is to offer a personalized learning experience that accommodates diverse proficiency levels. By acknowledging the unique strengths and challenges of individual students, differentiated instruction seeks to maximize their potential. This involves adapting teaching methods and materials to align with each student’s current language skills, fostering a supportive and inclusive learning environment.

Varied Writing Tasks and Flexible Grouping:

Provide writing tasks of varying complexity to cater to different proficiency levels. For instance, offer simpler assignments for beginners and more challenging tasks for advanced learners. Implement flexible grouping strategies, such as small groups or pairs, based on students’ language abilities. This allows for targeted instruction and peer collaboration.

Modified Materials and Tiered Assignments:

Modify instructional materials to suit varying proficiency levels by simplifying vocabulary, providing additional explanations, or offering supplementary resources for struggling learners. Additionally, offer tiered assignments with varying levels of complexity, allowing students to choose tasks aligned with their current proficiency level, promoting autonomy in learning.

Individual Conferences:

Conduct individual conferences to understand each student’s strengths and areas for improvement. This personalized approach helps tailor instruction to specific needs and ensures a more effective learning experience.

In our increasingly digital world, the incorporation of technology into ESL writing instruction serves pivotal roles, elevating the overall learning experience for students. Technology proves instrumental in amplifying student engagement by tapping into its interactive and dynamic nature.

As we navigate the demands of a digital world, utilizing technology in the ESL classroom equips students with essential skills for effective communication in various online platforms and digital spaces.

Furthermore, technology enables a personalized learning journey for ESL students, catering to the diverse needs within the classroom. Many digital tools feature adaptive capabilities that adjust content based on individual progress, allowing students to navigate their learning journey at their own pace. This personalized approach acknowledges the varying language proficiency levels among students, ensuring that each learner receives targeted support and resources tailored to their specific needs.

Online Language Learning Platforms and Interactive Writing Apps :

Integrate online language learning platforms such as Duolingo, Rosetta Stone, or Babbel, offering interactive lessons, exercises, and assessments. These platforms provide a structured approach to language learning.

Utilize interactive writing apps designed to enhance language skills, like Grammarly, WriteLab, or interactive storytelling apps. These tools allow students to practice writing in a dynamic and engaging way.

Immediate Feedback:

Provide immediate feedback on writing assignments through technology tools. Automated feedback can help students identify and correct errors, promoting continuous improvement.

Encouraging regular writing practice is fundamental in developing strong writing skills in ESL students. This strategy involves assigning writing tasks consistently, creating opportunities for students to apply and reinforce their language skills.

Start with Short Tasks:

Begin with short and manageable writing tasks. This could include writing a paragraph, a short response, or completing sentences. Short tasks are less overwhelming and help build a foundation.

Gradual Increase in Complexity and Varied Writing Genres :

Gradually increase the complexity of writing tasks as students become more comfortable. Move from simple sentence construction to more complex forms such as essays or creative writing pieces. Introduce a variety of writing genres, including descriptive writing, narrative pieces, opinion essays, and reflective compositions. This exposes students to different styles and purposes of writing.

Weekly Writing Prompts and Journaling :

Assign weekly writing prompts that challenge students to think critically and express their opinions or experiences. This consistent practice helps develop a routine for writing. Additionally, encourage students to maintain a journal, providing a low-pressure environment for regular writing practice and reflections on their experiences in English.

One notable advantage of regular writing is the improvement in writing fluency. By providing students with regular opportunities to articulate their thoughts on paper, this frequent practice contributes to the development of a polished and coherent writing style over time.

Moreover, regular writing supports skill progression, allowing students to advance gradually from basic tasks to more sophisticated forms of expression. Through consistent engagement in writing activities, students enhance their language proficiency and receive valuable feedback from educators, facilitating ongoing improvement.

These assignments also offer educators opportunities to provide constructive guidance, aiding students in refining their writing skills and contributing to their overall linguistic development.

Improving the ESL writing experience involves incorporating a range of resources into the curriculum, ensuring they meet the specific needs of English Language Learners (ELLs). When selecting resources, teachers should consider various factors crucial for effective learning.

Exploring different resources allows educators to customize their approach to cater to the diverse needs of ESL learners. Two valuable options worth exploring are ESL ACTIVITY | Persuasive Writing and ESL ACTIVITY | Personal Narrative Writing . These resources offer structured activities designed to enhance ELLs’ writing skills in an engaging and organized manner.

Teachers should prioritize resources that provide scaffolding techniques to support learners at different proficiency levels. Look for materials offering clear instructions, model texts, and opportunities for practice and feedback.

By integrating supplementary materials, educators contribute to a comprehensive strategy aimed at fostering strong writing skills among English language learners. Thoughtful selection and integration of resources enrich the ESL writing journey, promoting meaningful and sustainable progress.

Celebrating progress is the practice of recognizing and acknowledging the incremental improvements that ESL students make in their writing skills. This positive reinforcement helps boost their confidence, motivation, and overall enthusiasm for learning.

By celebrating small victories, students gain a deeper understanding of their developing abilities, contributing to the cultivation of a positive self-image as writers. This emphasis on progress not only acknowledges their achievements but also serves to increase motivation.

When students feel that their writing efforts are recognized and valued, they are more likely to remain engaged and motivated in their language learning journey. This positive reinforcement encourages a continuous and enthusiastic approach to improving their writing skills over time.

Acknowledge Effort and Highlight Improvement: :

Acknowledge and appreciate the effort students put into their writing. Recognize the time and dedication they invest in improving their language skills. Specifically point out areas where students have shown improvement, including better sentence structure, increased vocabulary use, or enhanced organization of ideas.

Positive Feedback:

Provide positive and constructive feedback on their writing assignments. Highlight what they did well before addressing areas for improvement, reinforcing their strengths.

Peer Recognition and Public Recognition: :

Encourage peer recognition by having students share positive feedback with their classmates. This creates a supportive community where students celebrate each other’s successes.

Publicly recognize students’ achievements as well. This can be done in the form of a shout-out during class, displaying exemplary work, or creating a “Wall of Achievements” showcasing improvements over time.

Teaching writing to newcomer ESL students is a journey of helping them express themselves in English. By using these strategies, you can create a good environment for your students to learn the language and share their unique experiences. Celebrating small successes along the way encourages them to keep improving their writing skills. As you support these budding writers, you not only build language skills but also help them feel confident and empowered in their learning, extending the positive impact beyond the classroom

How do you approach teaching writing to ESL newcomers? Are there specific strategies mentioned in this blog that resonate with your teaching style?

Share your experiences, thoughts, and any additional tips you have found effective in the comments below. Whether you’re an experienced ESL educator or just starting your teaching journey, let’s come together to enrich our collective understanding and enhance the ESL teaching experience! 🌟

More on this topic…

9 Strategies in Teaching Persuasive Writing to ESL Students

• How to Teach Personal Narrative Writing to ESL Students
• 13 Strategies to Make Content Comprehensible for English Language Learners

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Differentiating Instruction for ESL Students

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How to Teach Essay Writing in Secondary ELA

Teaching students how to write a multi-paragraph essay is a process, and it isn’t something that can be taught in one class period, nor is it a skill that we should expect our incoming students to know. Before I even assign my students a multi-paragraph essay, I first take several weeks to teach paragraph writing, and I typically do this with my short story unit.

However, once my students are ready to make the jump from paragraphs to an essay, I still continue to break down my writing instruction. When I teach essay writing in my high school English students, I break it down paragraph-by-paragraph to encourage them to be the best writer they can be. All of the lessons that I will refer to throughout this blog post are included in this print and digital essay writing teaching unit .

Teach Essay Writing in Middle School and High School ELA

Start with brainstorming.

I am a huge fan of group brainstorming, especially since I usually have some EL and SPED students mainstreamed in my college prep English classes. I usually dedicate an entire class period to brainstorming where students gather ideas, paragraph topics, and supporting quotes. You can read more about group brainstorming in this blog post  where I discuss brainstorming with my students and I teach them how to brainstorm an essay.

Outline the essay

After brainstorming, I move my students to the outlining phase of the writing process. This step is essential because it helps students organize their papers and stay on topic. Ever since I started dedicating an entire class period to in-class essay outlining, I’ve noticed a significant improvement in my students’ essays. You can read more about how I teach essay outlining in this blog post . When we focus on outlining the essay, I make sure that we focus on all of the essential components of an essay: thesis statement, topic sentences, and evidence.

Write the thesis statement

After the class has completed the brainstorming and outlining, I then move on to direct instruction for essay writing. Since students have already outlined their main ideas, they can start working on their thesis statement. I use my introduction and thesis statement lesson to help students write a meaningful thesis statement. I also look at examples of good thesis statements with my students and have students turn in their draft thesis statements to me before moving on.

Write the introduction

Once students have a solid working thesis statement (and I say working because it is possible for it to change throughout this process), I then have them move on to the introduction. Using the same introduction and thesis writing lesson, I then have my students work on drafting a hook and background information to complete their introduction. Now that students are in high school, I don’t accept a question as an acceptable hook. However, if my students get stuck, especially some of my lower students, I have them write their questions and then help them turn them into a statement.

Also, I’ve noticed that students sometimes have a hard time jumping on the hook. They tend to get stuck there, and when this happens, I have them jump right into the background information. In doing so, students get started writing, and they can go back to the hook later.

Topic Sentences

When I complete essay outlining with my students before the drafting process, I typically have them outline each paragraph with a topic sentence and then the quotes they want to use. Once we move from the introduction to the body paragraphs, I have them work on their topic sentence first. I use my topic sentences and body paragraphs essay writing lesson with my students at this point in the essay. Once students have a good topic sentence for their body paragraph, they write the rest of their body paragraph.

Write the body paragraphs

The next step in the writing process, especially for the first essay of the school year, is for students to write out the rest of their body paragraphs. If they’ve done their outlining correctly, they have a good idea about what they want to include in their body paragraphs. In this step, I really emphasize that my students need to provide support and analysis. They should be providing more explanation than simply restating their quotes.

Write the conclusion

Once students have their introduction and body paragraphs complete, I then have them move on to writing the conclusion. At this step, I teach conclusion writing to my students and have them restate the thesis and add a general thought to the end of the paragraph. At this point, I emphasize that students should not be adding in any new information. Also, one way to help students rephrase their thesis statement is to have them rewrite it in two sentences since a thesis statement is typically a one-sentence statement.

Complete peer editing

Provide time for essay revisions

Once students revise their essays and turn them in, I still like to provide students with some time to revise their essays after I grade them. This is where true learning and growth happen. It is when a student thinks they are done but then goes back to try to improve their essay. In this blog post about essay revisions , you can read more about how I conduct them in the classroom.

An entire year of writing instruction

What if I told you that you could have all of your writing instruction for the ENTIRE SCHOOL YEAR planned and ready to go? I’m talking about all the major writing strands and peer editing to grading rubrics. Just imagine how much time and stress you’ll save! 

It almost sounds too good to be true, right?

It’s not! My Ultimate Writing Bundle is your one-stop shop for all of your writing instruction needs! Plus, your students will thrive with the built-in scaffolding and consistency throughout the year!

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B2 First (FCE) Essay Writing Guide

The Cambridge B2 First (FCE) essay is easier to write than you think! Follow these steps to write the perfect essay.

Post Contents

What is the Cambridge B2 First Essay?

• Part 1 of the writing test – there are 2 parts total
• 140-190 word limit
• You have about 40 minutes to plan and write your essay
• You must answer a question using two notes and your own idea
• The topic requires general knowledge only
• The essay is always formal because it is written “for your teacher”

Step One: Look at the Task (1 minute)

To begin, all B2 First essays have a similar format . This is great because you know exactly how to write the essay before seeing the question.

Read the essay question carefully and HIGHLIGHT any keywords you need to write about.

Tip: If you don’t understand the question or notes, DON’T PANIC. Try your best to write the essay. You will still get points for grammar, vocabulary, and structure.

Sample exam test from Cambridge English .

Step Two: Write a plan (5 minutes)

A lot of my students dislike writing a plan. However, a plan helps you organize your thoughts and helps you write a better B2 First essay. Your essay needs 5 paragraphs . We will use the sample task from above as an example:

Paragraph structure for an essay

Introduction.

• Rivers and seas
• Your own idea

Next, to create a plan, write a few words for each paragraph . DO NOT write whole sentences. This takes too much time. Try to focus on keywords and short phrases .

Tip: “Your own idea” DOES NOT mean your opinion. You need to think of another topic related to the question to talk about. Some ideas for this task could be: recycling, agriculture, industry, etc.

Additionally, you can prepare a list of linking words and related vocabulary . Getting these words written down before you start helps you remember to use them.

Look at the example plan below. You can draw something similar on a blank piece of paper.

Tip: Time yourself – see how long it takes for you to write a plan. Try to reduce that amount of time as much as possible.

Step 3: Write your essay (32 minutes)

On the official test, you must write with a pen . No erasable pens or pencils are allowed. I suggest writing your plan and essay with a pen every time you practice .

Let’s take a look at each paragraph of the essay.

The introduction to your essay should be 2-3 sentences long . It introduces the essay topic in a general way .

Tip: DO NOT include your opinion in the introduction. Your opinion goes in the conclusion.

If you are unsure how to write an introduction, try this structure and look at the example :

Structure of the introduction  

• 1 sentence about the topic in general
• 1-2 sentences about the topic more specifically, including a question if you like.

Example Introduction

On every continent, the amount of trash and waste is increasing each year. Rubbish causes damage to ecosystems all over the world. Is there a way for countries to reduce their carbon footprint and save our planet?

Body of the essay

The body of the essay has three paragraphs . These paragraphs talk about one idea with supporting examples .

For each paragraph, you need to write a topic sentence. A topic sentence is the main idea of the paragraph . DO NOT copy the notes. Instead, try to rewrite the idea in your own words. This is called “paraphrasing.” 

Your paragraphs should be 3-4 sentences .

Tip: Start each paragraph with a linking word .

Structure of a body paragraph

• Linking word and topic sentence
• Supporting sentences

Example body paragraph

Firstly, countries can decrease pollution and environmental stress by offering more public transportation. Cars and other vehicles which require petrol produce toxic fumes. If more electric buses and trams were available, fewer people would need to drive their cars.

Follow the same structure for each body paragraph.

Tip: Remember that “your own idea” is NOT your opinion . Write about an additional topic related to the question that you wrote down on your plan.

Finally, you get to say your opinion! In the conclusion, you need to summarize the topic and give your opinion on the question. A conclusion should be 1-2 sentences long.

Structure of the conclusion

• Transition word and a sentence summarizing the topic
• A sentence that gives your opinion

Example conclusion

To sum up, countries around the world must make changes in order to protect the environment. In my opinion, offering more public transport, reducing overfishing, and creating recycling programs are necessary for a cleaner planet.

Step Four: Review your writing (2 minutes)

This is another important step that students often miss. Take two minutes after writing your essay to check for spelling and grammatical errors.

Since you wrote in pen, simply cross out the incorrect word or words LIKE THIS and rewrite them.

How can I get a higher mark on the FCE essay?

Now that you know how to write an essay for the Cambridge B2 First exam, let’s look at how to get the best mark possible .

Increase your mark on your B2 First essay

• Include 5-8 linking words – these words introduce paragraphs and connect ideas
• Use a variety of grammatical structures – you should have both simple and complex forms. Try to use perfect and future forms, conditionals, comparatives, relative clauses and passive
• Use formal vocabulary – do not use slang or simple words like “good, big, small, bad.” Also, do not use contractions. Write “cannot” instead of “can’t”
• Make the essay interesting to read – the examiners read hundreds of essays so make yours easy to read and engaging
• Use the correct amount of words (140-190) – it’s ok to be a few words over the limit, but not too many

Final Advice

The best way to improve your writing skills … is to write! Try to write a few essays each week and ask your teacher for feedback . I have had students who entered my class with very poor writing skills and with practice, they were able to pass the exam after only 10 weeks!

I help students prepare for the FCE exam with private lessons via Zoom. Email me at [email protected] or check out my private lessons page to learn more.

If you want more practice for the B2 First , try these Speaking exam tips , free writing checklist , and Reading part 1 practice.

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| | --> by BUSYTEACHER_admin 308,815 views Their college life is impossible to imagine without paper work, and that is why it is very important for them to know how to write an essay, an assignment, a dissertation, a composition, etc. So, your task as a teacher is . How to do that? What aspects to pay attention to in order your students could become the best essay writers? Here you are welcome to find some tips concerning the most important essay aspects to tell your students about. Step by step, you will make it much easier for them to understand the principles of essay writing and their importance for their future practice. Remember, that an essay is not only about writing skills, but it demonstrates the ability of your students to research as well. So, you task is to teach them to research. That is why try to reject the chosen topics if they are too easy for a student, and you see that it will not take much time to write such a essay. An essay is not an essay without any research. Explain your students, that it is always better for them to choose a topic they understand well and have an opportunity to make a research on. is important for every student to get, that is why do not forget practicing different research tactics with them: tell in details about the methods they can use to find all the information needed, how to use this info wisely, and what are the best ways to distinguish the important facts. An essay can not be just a piece of writing about general things everybody knows and understands perfectly. So, teach your students that they should not be in a hurry to write their essays at once they've chosen the topic. Make them When a student perfectly understands what he writes an essay for, it will be much easier for him to draw the outline and start writing. For your students to understand what a good piece of writing actually is, just give them some examples of excellent essays. It may be an essay of your former student for example. When they see a sample, your students will have an idea what a good essay should look like. Use samples to tell students about each element their essays should include. They will perfectly understand what the good introduction is, what an informative body of an essay should look like, and how to make an appropriate conclusion. Moreover, your students will also have an opportunity to see how sentences are built, and what grammar constructions are used in an essay. Choose some topic and make a list of points your students would need to mention if they wrote an essay on it. Such a technique will give them a better understanding of what and essay is, and . Make sure that all students perfectly understand the fact they should follow an essay outline, because it will be much easier for them to write this piece of paper. Make it clear to them that every point of the outline should start from a new paragraph. Moreover, the smaller these paragraphs are – the more attractive an essay will look for its readers. It is not very comfortable to read very long paragraphs, as it will be more difficult to get the point in such a way. Eventually, it will be easier for students themselves to compose shorter paragraphs of an essay. And here comes its most important part that is called an introduction. As a rule, students find it very difficult to write this part of their essay, as they do not know how to start a piece of writing in order to attract readers' attention and tell them shortly about what this essay is about. It is clear, that an essay will not be good without a proper and attractive beginning, so, your task is to explain this moment to your students. Tell them, that no one will continue reading their essays if they do not make it eye-catchy and clear for a potential reader. Moreover, an essay introduction should be intriguing a bit. Depending on the topic of an essay, students can start it with a story from their personal experience. This is a good way to grab an attention. Discuss this option with your students, listen to their suggestions. Discussions will help them learn the material better. Now it is high time for a conclusion, which is not less important than an introduction by the way. It is a real art to finish your in a way your reader would feel good and satisfied with everything he has read. Tell your students how to conclude their essays appropriately. Explain, that it is not good to abrupt a piece of writing. And do not forget to mention, that a conclusion of their essay should contain a summary if all points they discussed in the body! To summarize everything mentioned above, we can say that the importance of essay writing skills should not be underestimated. Such skills will help students express their thoughts clearly and write really good and even professional essays and other kinds of paper work during their further study at colleges or universities. Be sure, they will thank you for teaching such a necessary information to them. . Alex is a copywriter of website and a passionate reader of Stephen King's books. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English. . That's 4,036 pages filled with thousands of practical activities and tips that you can start using today. 30-day money back guarantee. --> Copyright 2007-2021 пїЅ Submit a worksheet Mobile version eslwriting.org A panoply of teaching resources. Teaching Arguments to ESL Students Teach arguments in writing. This is another exercise that helps ESL learn how to write arguments in English. The four part framework for this activity is as follows: Question: Great ideas usually try to answer a question. In this speech, what is the question? Claim: What is the speaker’s main idea? What does he want us to believe? Premise: What are the reasons, or evidence, that make the main idea (claim) believable? Warrant: What proof or reasons does he provide to make us believe the premise is good proof for the claim? ESL Writing Activity Here is a practice exercise to watch, listen and write arguments . Ask students to: Listen to this one minute Steve Jobs speech . Deconstruct the argument by writing out the four part framework: question, claim, premise(s) and warrant. Evaluate this argument by describing his/her response (e.g. agree or disagree and why with a specific argument and warrant). Put the whole thing together in a well-written one page analysis. More Writing Activities There are other writing activities that help ESL students to recognize arguments and warrants: A great writing lesson that uses a 5 minute TED Talk video. A one hour critical thinking lesson that expands argument writing by introductory the concept of questions and criteria and asks students to write an argument that answers the question, “What is a good leader?” A lesson that teaches students the difference between correlation and causation . A quick presentation with three examples to show how warrants can be used to support arguments . Possible Answers BTW, my answer looks like this: Question: How can we live well? Claim: Follow your heart when thinking about the big decisions in life. Evidence: There really is nothing to lose. Warrant: We are all going to die. Remembering this fact makes things like fear of failure, pride and outside expectations less important. When we are free from these external barriers, the only person stopping each of us from achieving something important is ourselves. Teach writing? Get the ebook Teach Essential Writing Skills . Transform the quality of EFL student writing by focusing on four essential skills. Click here for details about the ebook that should be part of every writing teacher’s resource library. Save time. Teach well. Leave a comment. This site uses Akismet to reduce spam. Learn how your comment data is processed . Become an Affiliate Join our Team Online Platform Tutorial TEFL Courses Contact Us / FAQ Forgot Username or Password Active vs. Passive Voice Adverbial Clauses Adverbial Phrases Be Going To Statements Be Going To Wh Questions Be Going To Yes/No Questions Be Going To & Present Continuous Comparatives Superlatives Comparatives & Superlatives Zero Conditional First Conditional Second Conditional Third Conditional Mixed Conditionals Future Continuous Future Continuous vs. Future Perfect Future Perfect Continuous Future Perfect Simple Future Simple Future Tenses Future Time Clauses Gerunds & Infinitives Have Got & Has Got I wish & If only Imperatives Irregular Verbs Narrative Tenses Noun Clauses Noun Phrases Passive Voice Past Continuous Past Perfect Past Perfect Continuous Past Perfect Simple & Continuous Past Simple Affirmative & Negative Past Simple Passive Past Simple Regular Verbs Past Simple Was and Were Past Simple Wh Questions Past Simple Yes/No Questions Past Simple vs. Past Continuous Past Simple vs. Present Perfect Past Tense Review Present Continuous Present Perfect Present Perfect Continuous Present Perfect - Ever and Never Present Perfect - For and Since Present Perfect - Just, Yet & Already Present Simple Affirmative & Negative Present Simple Passive Present Simple vs. Present Continuous Present Simple vs. Present Perfect Present Simple Wh Questions Present Simple Yes/No Questions Present Tense Review Question Words Relative Clauses Reported Speech Subject-Verb Agreement Tag Questions There is & There are Wh Questions Abstract Nouns Adjective-Noun Collocations Adjectives of Feeling & Emotion Adjectives of Opinion Adjectives of Quantity Adjective Opposites Adjective Order Adjective-Preposition Collocations -ed and -ing Adjectives Adverb-Adjective Collocations Adverb Order Adverbs of Affirmation & Negation Adverbs of Degree Adverbs of Frequency Adverbs of Manner Adverbs of Place Adverbs of Time Articles - a, an, the Causative Verbs Collective Nouns Common & Proper Nouns Compound Adjectives Compound Nouns Concrete Nouns Conjunctions Countable & Uncountable Nouns Demonstrative Adjectives Demonstrative Pronouns Dependent Prepositions Indefinite Pronouns Intensifiers & Mitigators Interjections Modal Verbs of Ability Modals of Deduction & Speculation Modals of Necessity Modals of Obligation & Prohibition Modals of Possibility & Certainty Onomatopoeia Parts of Speech Phrasal Verbs Possessives Prepositions of Movement Prepositions of Place Prepositions of Time Proper Adjectives Quantifiers Reflexive Pronouns Sense Verbs and Adjectives Singular & Plural Nouns So and Such Subject & Object Pronouns Too and Enough Transition Words Verb-Noun Collocations Agreeing & Disagreeing Asking Permission At the Dentist's At the Doctor's Being Polite Classroom Language Complaining & Apologizing Complimenting Critical Thinking & Problem Solving Describing Character & Personality Describing People's Appearance Describing Places Describing Things Etiquette and Manners Getting Around Getting to Know You Giving Advice Giving Directions Giving Opinions Giving Personal Information Greetings & Introductions Indirect Questions Likes and Dislikes Making Arrangements Making Decisions Making Excuses Making Invitations Making Offers & Promises Making Requests Making Suggestions Online Communication Ordering Food & Drink Social Media Telephoning Times and Dates British English vs. American English Cities, Towns & Places Clothes & Fashion Computers & Smartphones Countries & Nationalities Crime, Law & Punishment Cultural Celebrations Daily Routines Everyday Objects Family & Relationships Food & Drink Going Out & Entertainment Health & Fitness Hobbies & Free Time Houses, Rooms & Furniture Jobs & the Workplace Love, Romance & Dating Modes of Transport Parts of the Body Reading Comprehension Shapes & Measurements The Natural World Time Expressions TV & Film Valentine's Day Academic Collocations Academic Phrasal Verbs Academic Reading Comprehension AWL Sublist 1 & 2 Cause and Effect Essays Compare and Contrast Essays Discussion Essays Discussion Skills Discussions Practice Essay Writing Paragraph Writing Persuasive Essays Presentation Skills Problem Solution Essays Punctuation Reading Skills Referenced Essays Study Skills The Writing Process Business Collocations Business Emails Business Idioms Business Meetings Business Negotiations Business Phrasal Verbs Closing a Presentation Describing Graphs & Charts Presentation Language & Structure Resumes, CVs & Email Cover Letters Starting a Presentation Talking about Companies Talking About Jobs Answer Games Brainstorming Games Category Games Classic Childhood Games Counting Games Describing Games Drawing Games Drilling Activity Games First Day of Class Games Flashcard Games Grammar Games Hangman Games Listening Games Miming Games Music Games Question & Answer Games Sentence Race Games Spelling Games TV Game Shows Vocabulary Games Word Association Games Yes/No Question Games Classroom Interaction Patterns Classroom Management Concept Checking Cultural Awareness Developing Students' Listening Skills Developing Students' Reading Skills Developing Students' Speaking Skills Eliciting Techniques ESL Dictations How to Introduce a Lesson How to Use Music in ESL Class Lesson Planning Making Teaching Materials Relevant Problems Learning English Teaching English Idioms Teaching English Vocabulary Teaching Large Classes Teaching Mixed-Ability Classes Teaching Small Classes The First Day of Class Using Correction in Class Using Song Gap Fills Online Membership ESL Essentials eBook Series Essay Writing EAP Worksheets Intermediate ( B1 ) Upper-intermediate ( B2 ) Academic Style Eap academic style worksheet - vocabulary and reading exercises: matching, identifying, providing synonyms - intermediate (b1-b2) - 45 minutes. Body Paragraphs Eap body paragraphs worksheet -reading and writing exercises: writing sentences, creating a paragraph outline, writing paragraphs - intermediate (b1) - 60 minutes. Concluding Paragraphs Eap concluding paragraphs worksheet - reading and writing exercises: paraphrasing, writing sentences from prompts, writing a concluding paragraph - intermediate (b1) - 60 minutes. Essay Cohesion, Coherence and Unity Eap essay cohesion, coherence and unity worksheet - reading and writing exercises: categorising, gap-fill, identifying, rewriting a paragraph - intermediate (b1) - 60 minutes. Essay Outlines Eap essay outlines worksheet - reading and writing exercises: identifying, brainstorming, creating an essay outline, writing an essay - intermediate (b1) - 90 minutes. Essay Writing Review Eap essay writing review worksheet - reading and writing exercises: writing paragraphs, identifying, error correction, matching, true or false questions - intermediate (b1) - 90 minutes. Fragments, Run-ons, and Comma Splices Eap fragments, run-ons, and comma splices worksheet - reading and writing exercises: identifying, categorising, error correction - intermediate (b1-b2) - 30 minutes. Introduction Paragraphs Eap introduction paragraphs worksheet - reading and writing exercises: ordering, writing a thesis statement, paragraph completion, writing introduction paragraphs - intermediate (b1) - 75 minutes. Paragraph and Essay Structure Comparison Eap paragraph and essay structure worksheet - reading and writing exercises: table completion, short answer questions - intermediate (b1-b2) - 45 minutes. Parts of an Essay Eap parts of an essay worksheet - reading and writing exercises: true or false, matching, labelling, brainstrorming, creating an essay outline, writing an essay - intermediate (b1-b2) - 90 minutes. Hedging Language Eap essay writing worksheet - reading and writing exercises: identifying, rewriting sentences, unscrambling, sentence combining, changing sentence structure - upper-intermediate (b2) - 25 minutes. Essay Writing Dominoes Eap essay writing game - vocabulary: matching - group work - upper-intermediate (b2) - 20 minutes. Sign up for our monthly newsletter and keep up-to-date with our latest resources, news and website features. You have successfully joined our subscriber list. Latest Free Resources Elementary (A1-A2) Upper-intermediate (B2) Latest Member Resources Talking about companies, future perfect. Intermediate (B1) Here's what our members are saying... There are a lot of resources that are useful for teaching English. I downloaded the games which are handy and use them in my classes. With the games, my students never skip class or feel tired to learn English. The resources for teaching English helped my students progress in grammar, vocabulary, writing and comprehension. They also helped me a lot to guide my students to learn in a practical way. I am an ESOL teacher, and the resources have helped my classes enormously. In particular, the speaking activities were a great help for my intermediate students before their exam. The website is user-friendly, and I will continue to utilise the resources - next term is reading and comprehension, so I will be looking for more resources from you. Thank you for such helpful activities and worksheets. They save me a lot of time in class preparation. Teach This is an absolutely brilliant website, offering a vast amount of high-quality content, much of it free. Everyone involved in its creation deserves commendation. The leadership's vision has my deepest respect and gratitude. It's undoubtedly the best resource for English teachers, with its clear layout, easy navigation, concise messaging, and lack of invasive advertising - rare qualities that Teach This has perfected. When I need to add or change an activity from my school’s curriculum, I always turn to TeachThis. While our curriculum is usually very good, it sometimes doesn’t fit well with my students. With TeachThis, I can easily find activities that match my topic and level, and the resources make my classes more interesting and varied. I look forward to the monthly newsletter and exploring new materials for inspiration. Please keep it up! I like the efficiency and organization of the website. The resources cater to various levels with topic-based options for higher levels. The worksheets are very engaging and the answer keys are particularly helpful for teacher. The resources are also highly specific to levels and outcomes, making planning much easier. 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It's always had great resources. I really appreciate the grammar materials, board games, and group activities. They've saved me lots of time on lesson planning. The materials are easy to use and understand, making my job much simpler. The best thing is that many resources can be downloaded for free. I've used it for around 8 years, and it consistently offers great content. I use the resources from the Games Section as part of my daily 30-minute morning warm-up activities, and I've received rave reviews for using them. The games help me maintain student interest and participation and leave the students feeling happy and awake. I like everything about the site, and customer support is very effective as they respond in time. Teach-This is one of the best EFL websites I've found. It's extremely user-friendly, and I always find what I need quickly. I like the design, and the content is fun, engaging and original. 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Have got & Has got Adverbs of Affirmation and Negation Concrete nouns Sense Verbs & Adjectives AWL Sublist 1 and 2 Talking about Jobs TEFL Certification & Courses Privacy Policy Terms of Use Schools use new tools to detect AI-assisted cheating as students return by Wayne Stafford OKLAHOMA CITY (KOKH) — With kids heading back to school, they might be interacting with artificial intelligence this year, and with that comes the growing concern of cheating using AI. However, new tools are being used to help catch cheaters. Cheating in school has been around for a while, and whether you're using CliffsNotes or AI, cheaters are always going to cheat. But with the rise of AI comes the challenge of catching those cheaters. SEE ALSO: Lawmakers discuss AI's role in removing tedious tasks from education That's where companies like Turnitin come in. Annie Chechitelli, chief product officer of Turnitin, said, "Our detection service looks to see the presence of AI and lets the teacher know that it may be there and to have a conversation with the student." Chechitelli said the detection service is not perfect, but it starts the conversation to keep kids honest. "With AI there's no match. It's not like we can say this matches this over here which is an indication of misconduct, so it's really up to the teacher to understand their student and have a conversation with their student based on the additional information that we have provided them," Chechitelli said. Taking a look at the numbers, Turnitin reports in the course of a year they get 200 million essay submissions from across the globe. On average 3%, or 6 million, have at least 80% AI detected. But Chechitelli says they're not seeing an upward trend in cheating. "There are a lot of students who really do want to do their work, to learn, and there are always students who want to find a way for shortcuts, don't think that motivation has changed," Chechitelli said. Lawmakers are now working on legislation to combat AI's pitfalls, like Representative Arturo Alonso Sandoval. "The amount of cheating didn't increase with more access to AI, it just made it easier for those people who were already going to be cheating to cheat," Rep. Alonso Sandoval said. When it comes to looking at the future of cheating with AI, Chechitelli says she's optimistic. "Our detection works with statistical patterns and even as AI has changed between 2022 and now, those statistical patterns remain strong if not stronger there is more of a signature to AI writing, and if that gets stronger, that's actually easier to detect," Chechitelli said. For more local news delivered straight to your inbox, sign up for our daily newsletter by clicking here. NAPLAN results reveal one in three students not meeting basic literacy and numeracy expectations Topic: Education The 2024 NAPLAN results are strikingly similar to the 2023 results. ( ABC News: Ian Cutmore ) National NAPLAN scores show one in three Australian school students is performing below literacy and numeracy benchmarks. Almost 1.3 million students in Year 3, 5, 7 and 9 sat the annual test earlier this year.  What's next? Experts say action is needed, with the Commonwealth currently locked in negotiations with states and territories for a new decade-long agreement for public school funding. One in three Australian school students is not meeting literacy and numeracy benchmarks, and more than one in ten need additional support, the 2024 NAPLAN results show. "In plain English, one third of Australia's children are not on track with their learning," the Grattan Institute's education director Jordana Hunter said.  Experts say the scores demonstrate the urgent need for classroom reforms, otherwise a significant part of a generation looks set to miss out on crucial foundational learning.  "It's almost half a million students around the country that are not where we need them to be," Dr Hunter said. "The NAPLAN results are sending a pretty clear message. The question I have is 'are education ministers listening?'" The NAPLAN data has landed at a time when the Commonwealth is locked in negotiations with the states and territories over a new public school funding deal to replace the old arrangement, under which public schools have been about $5 billion short of their minimum Gonski funding levels. Federal Education Minister Jason Clare said the results showed why school funding talks were crucial — not just to supply extra money, but to reform classroom practices. "Your chances in life shouldn't depend on your parents' pay packet or the colour of your skin, but these results again show that's still the case," he said. "These results show why serious reform is needed and why we need to tie additional funding to reforms that will help students catch up, keep up and finish school." The 2023 NAPLAN tests were the first assessed under a tougher, revamped set of criteria that experts said would give a true picture of the state of Australian classrooms. "Last year when we saw the results against the new proficiency scale, a lot of people were quite disheartened," Dr Hunter said. Outside of small increases and decreases across subjects and year levels, the 2024 numbers are similarly disappointing. Experts say the results have highlighted a failure to teach hundreds of thousands of students the most basic skills, despite billions of dollars flowing into all school systems. Inequalities remain, cheating uncovered The NAPLAN 2024 results also showed long-standing educational disadvantage remained entrenched across Australia. Non-Indigenous students' results remained substantially above their First Nations counterparts in all five testing domains: numeracy, reading, writing, spelling, grammar and punctuation. One third of Indigenous students were categorised as "need additional support" — three times the national average. Stark differences also remained between metropolitan and non-metropolitan students. For literacy, 24 per cent of students from very remote schools were categorised as "strong" or "exceeding" compared to 70.7 per cent of students from major cities. Numeracy statistics were almost identical. Students whose parents held a bachelor's degree or higher tended to score better than their classmates whose parents' highest level of education was Year 11 or lower. 2024 was the second year of NAPLAN tests marked against a new set of standards. ( ABC News: Michael Franchi ) Females outperformed males in writing across every year group, while males generally outperformed females in numeracy. Out of the 4.4 million NAPLAN tests sat by almost 1.3 million students nationally, there was one substantiated cheating-related incident. That occurred in Western Australia where "inappropriate assistance" was made available to 19 students. Those results were considered "compromised" and not included in national results. The Western Australian School Curriculum and Standards Authority (WASCSA), which administered the test, said the students were in Year 3. The school supplied students with a planning sheet for NAPLAN preparation, despite rules stipulating students only have a blank piece of paper while taking the online test. "The identity of the parties involved in the test incident remains confidential and the matter has been referred ... for further investigation," a WASCSA spokesperson said. There have previously been anecdotal reports of schools urging students who were expected to perform poorly to stay home on testing day to improve the overall marks for the school, and ultimately, the perceived appeal of the school to parents. Deadline looming The 2024 NAPLAN report card comes as the deadline for the new public school funding agreement inches closer. So far, only Western Australia and the Northern Territory have reached deals with the Commonwealth and signed on to its Better and Fairer Schools Agreement. The Commonwealth has offered to lift its share of funding public schools from 20 per cent to 22.5 per cent, but the other states say the federal share should be 25 per cent. Both sides have threatened to walk away from the talks if a deal is not reached by the end of September. Mr Clare has insisted new funding be tied to measures like early interventions, evidence-based teaching and additional screening checks. "I have made clear that the additional $16 billion of funding for public schools the government has put on the table will be tied to practical reforms, like phonics checks and numeracy checks, evidenced-based teaching and catch-up tutoring," he said. "There are no blank cheques here. I want to invest billions into our public schools and I want to make sure that money makes a difference to the kids who really need it." Federal Education Minister Jason Clare says the NAPLAN results show why school funding talks are crucial. ( AAP Image: Mick Tsikas ) Dr Hunter said money had been wasted on ineffective classroom practices, with students from disadvantaged backgrounds suffering as a result. "The first best strategy governments can take is to stop spending precious dollars on ineffective programs and invest instead in an expert teaching profession that is upskilled in evidence-based teaching, including explicit teaching approaches," she said. 'Damning indictment' Shadow education minister Sarah Henderson said the "disastrous" NAPLAN results were caused by the government's failure to strike a deal and introduce school reforms. "The Albanese government has failed to deliver the national school reforms it promised and Australian children and their families are paying the price," Senator Henderson said. "Rather than put students first ... Jason Clare has become embroiled in a school funding war with the states, which is a mess of Labor's own making." Australian Education Union federal president Correna Haythorpe said the results were a "damning indictment on the failure of governments to fully fund public schools". "Australia cannot close achievement gaps without closing resourcing gaps. It is long past time for governments to close the resource gaps impacting on public schools," she said. "Teachers and education support personnel work very hard to cater for all of their students' needs but they must be backed by governments." Skip to Content Other ways to search: Events Calendar Interested in learning more about CU Boulder? Request Undergraduate Information   First-Year Application Why CU Boulder Admission Process Connect With Us First-Year - Plan We enroll an incoming class of highly qualified, intellectually curious and actively involved students who have demonstrated high levels of maturity and personal integrity as well as a commitment to serving their communities. To achieve this, we practice a holistic admission review process, which takes into account a variety of primary academic factors and secondary factors as they relate to your ability to be successful in our competitive academic environment. While admission is competitive, you will be considered on an individual basis relative to a prediction of your academic success in the college to which you apply. Academic Rigor The primary factor in admission decisions is your academic achievement. CU Boulder focuses on your classroom performance in core academic courses, the rigor of your course selection and your GPA. SAT and ACT will not be required when applying to CU Boulder. CU Boulder has, and will continue to, review via a holistic assessment of each application with all of the information that is available. International Students International students with four or less semesters of U.S. schooling should refer to their country's specific requirements. Review Requirements by Country The grades you have earned while in high school or secondary school play the most important role in determining your competitiveness for admission to the University of Colorado Boulder. Since there are many different grading scales and weighting methods, we use the total weighted GPA provided by your graduating high school, using a standard 4.00 scale. GPAs that are not on a 4.00 scale are converted accordingly. If your high school does not provide a weighted GPA but provides a total unweighted GPA, we will use your total unweighted GPA on a standard 4.00 scale. If your high school does not provide a GPA or the GPA provided does not include all completed high school courses, we will recalculate the GPA according to the grading scale in use at your high school at the time the course was completed. When recalculating a GPA, we will not add weight for honors, AP and/or IB curricula because there is not a standard format for the designation or grading scale for these courses. However, we do consider the number of honors, AP and/or IB courses a student takes when determining the rigor of their overall curriculum. Class Selection Academic rigor in your course selection is also a primary factor that we consider. To be competitive, challenge yourself by pursuing the most rigorous courses available that are appropriate to your level of ability. The number of courses taken beyond the minimum recommendation of 17—as well as those designated as advanced, honors, gifted, concurrent enrollment, dual-enrollment, AP or IB —will be considered in the admission process. First-year students applying to undergraduate programs are strongly encouraged to meet the following Higher Education Admission Recommendations (HEAR) . Students may be admitted to CU Boulder even though they have not completed all of the HEAR courses. There are no consequences if HEAR is not met. However, not completing HEAR might result in taking additional courses to meet the CU Boulder graduation requirements of individual majors. International students with four or less semesters of U.S. schooling should refer to their country's specific requirements . Please note: a challenging schedule will not outweigh a non-competitive GPA, as your grades ultimately remain the single most important factor in your admission decision. Additionally, any grades of D or F on your transcript—especially in your junior or senior year—would be cause for concern and should be addressed in your application. Standardized Tests ACT or SAT scores are not required for first-year students, but you may provide self-reported scores if you would like us to take your scores into consideration when reviewing your application. You will indicate on the Common App whether you plan to submit standardized test scores. If you choose to submit scores, please ensure that we have received them by the relevant application deadline so that your application will not be considered late. First-Year Applicant FAQs English Proficiency Requirements for International Students In addition to our general admission requirements, all international applicants are also required to meet a minimum standard of English proficiency. International students who do not meet this requirement may still be eligible for conditional admission. Review English Proficiency Requirements Beyond Academics While academics and test scores play a large role in your admission decision, we want students who are actively involved in their schools and communities. We place importance on secondary factors beyond academic achievement to assess the overall qualities of an applicant.  What makes you stand out? Be thoughtful and use your required essays and your letter of recommendation to highlight your school and community activities, leadership positions and awards, participation in athletics or music, work experience, summer activities and special circumstances. Please note: we do not accept or use portfolio or audio/video submissions in our admission process. Personal Essays Your personal essays give you the opportunity to tell us more about yourself. They provide insight into your challenges and triumphs in a way that transcripts and test scores simply cannot. When reading your essays, we are looking for sincerity and authenticity. It’s easy to tell when a student’s essay is something they care deeply about, compared to a student who writes what they think we want to hear. A funny or interesting story doesn’t hurt, either! There is one essay and one short answer required for first year applicants. As you write your essay and short answer, consider reflecting on challenges that you've overcome, your family or cultural heritage, your academic or co-curricular achievements or specific moments that have defined your character. There are no 'correct' answers to these questions; your responses should reflect the unique aspects and experiences of your life. What we are looking for: Be yourself. Open up to us and write about something that is meaningful to you. Be specific. Give examples and tell stories to make your points. Be honest. We are interested in your journey—even if it hasn’t always been perfect. Be clear. Effective writing and communication skills are expected. Letter of Recommendation Just like your essays give you the chance to tell us more about you, a letter of recommendation gives someone else the opportunity to speak to your academic strengths and co-curricular involvement. This is the one chance in your application where we get to learn about you from someone other than you, so choose someone who knows you well. Many students ask a teacher or school counselor to write their letter of recommendation. Suggested topics: Student’s academic ability and college readiness Student’s overall performance in class and attitude Why the student would be a good fit for CU Boulder Admitted Student Averages Credentials based on the middle 50% of 2024 admitted first-year students. High School GPAs are weighted and may represent self-reported GPAs. SAT/ACT scores reflect the middle 50% score range for students who requested test scores be considered in their application review. For the 2024 first-year application, SAT/ACT scores are not required and we take a holistic approach when reviewing your application.   Weighted High School GPA: 3.74 - 4.23 SAT Total: 1290 - 1460 Math and Evidence-Based Reading & Writing ACT Composite: 29 - 34 College of Arts & Sciences Weighted High School GPA: 3.70 - 4.20 SAT Total: 1270 - 1440 Math and Evidence-Based Reading & Writing ACT Composite: 29 - 33 College of Engineering & Applied Science Weighted High School GPA: 3.97 - 4.42 SAT Total: 1360 - 1500 Math and Evidence-Based Reading & Writing ACT Composite: 31 - 34 College of Media, Communication & Information Weighted High School GPA: 3.54 - 4.06 SAT Total: 1220 - 1380 Math and Evidence-Based Reading & Writing ACT Composite: 28 - 32 College of Music Weighted High School GPA: 3.71 - 4.20 SAT Total: 1290 - 1470 Math and Evidence-Based Reading & Writing ACT Composite: 30 - 33 Leeds School of Business Weighted High School GPA: 4.0 - 4.36 SAT Total: 1360 - 1450 Math and Evidence-Based Reading & Writing ACT Composite: 30 - 34 Program in Environmental Design Weighted High School GPA: 3.62 - 4.17 SAT Total: 1270 - 1410 Math and Evidence-Based Reading & Writing ACT Composite: 29 - 32 School of Education Weighted High School GPA: 3.40 - 3.99 SAT Total: 1160 - 1330 Math and Evidence-Based Reading & Writing ACT Composite: 26 - 31 Credit for Course work or Exams Students applying to CU Boulder have the opportunity to earn college credit before enrollment. CU Boulder accepts credit from AP/IB exams, A-Level exams, college course work taken concurrently while in high school and limited CLEP credit. Earning college credit while in high school is a great way to help offset some of your estimated cost of attendance. Students are highly encouraged to explore credit for course work options while in high school. For more information on how credit is transferred to CU Boulder and what credit can be accepted please see the links below. Official Advanced Placement (AP) scores must be sent to the admissions office directly from the College Board. CU Boulder's CEEB/ETS code is 004841. Review the Advanced Placement Chart For A-level examinations from an international examining board to be considered for transfer credit, the student must submit an official copy of the examination result, either by submitting the original certificate upon arrival on campus (University of Colorado Boulder will make and keep a copy as official, returning the original to the student), or through verification of results between the Office of Admissions and the examinations board. Methods of approved verification are below. AQA : Student must request verification by emailing [email protected] (add 'Verification' in the subject box) and have it sent to [email protected] .  CIE:   The University of Colorado Boulder can use CIE Direct after requesting the following information from the student: Cambridge Center and candidate numbers, student’s date of birth and the relevant examination series (month and year, e.g. June 2014).  OCR : Student must request that OCR send a fax confirming student’s results to the University of Colorado Boulder. Fax number: +1-303-735-2501, ATTN: International Admissions. Pearson/Edexcel : Student must apply for a copy of the certificate  to be sent directly to the University of Colorado Boulder. WJEC/CBAC : Student must submit original Certificate or Certifying Statement of Results only (confirmation of grades via email/telephone/fax not available).  If you took college-level courses while enrolled in high school, you may be able to transfer the credit to CU Boulder. Only courses taken at a college or university of recognized standing with grades of C- or better are accepted for transfer. All college-level work will be evaluated in accordance with CU Boulder transfer credit guidelines. You must have an official college transcript sent directly to the Office of Admissions in order for transfer credit to be evaluated. Review the Transfer Credit Policy The International Baccalaureate (IB) diploma programs provide pre-university study. IB examinations, whether leading to a full IB diploma or to an IB certificate, often qualify students for advanced standing at CU Boulder. In general, credit is granted for approved IB examinations at the higher level with a score of 4 or better. Students admitted to the University of Colorado Boulder who have graduated from high school with an International Baccalaureate Diploma shall be granted 24 semester hours of college credit. This credit will be applied toward degree requirements only if approved by the college or school. Depending on the student’s degree program, some of the 24 credits may not be applicable towards degree requirements. No CU Boulder tuition will be charged for these credits and the 24 credits will only be granted if the student receives a score of 4 or better on an examination administered as part of the IB Diploma program. If the student scores less than 4 on each IB subject test, the credit hours granted will be reduced accordingly. Official scores must be sent to the Admissions Office directly from the IB organization. Review the International Baccalaureate Chart Ready to apply? Learn how to apply Undergraduate Admission Information For: First-Year Applicants First-year applicants are in high school, or have graduated from high school but have not taken any college courses after graduating or earning a GED. Transfer Applicants Transfer applicants have attended another college or university since earning their high school diploma or GED. Transfer applicants are looking to complete a bachelor’s degree at CU Boulder. International Applicants Undergraduate international applicants are students who need a visa to be in the U.S. Apply as a domestic student if you have a U.S. passport or green card. Readmit Applicants Veteran Applicants Undocumented Applicants CU Boulder counselors are here to help you through the application and answer any questions that may arise during the admission process. Find Your Counselor Join Our Communication List Contact Admissions The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, pregnancy, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy. All qualified individuals are encouraged to apply. You may  view the list of ADA and Title IX coordinators  and  review the Regent policy . As a student or prospective student at CU Boulder, you have a right to certain information pertaining to financial aid programs, the Clery Act, crime and safety, graduation rates, athletics and other general information such as the costs associated with attending CU Boulder. To view this information visit  colorado.edu/your-right-know . Apply for Admission Visit Campus Support CU Boulder Safety & Health Services COVID-19 Information Campus Communications Emergency Alert System New Student & Family Programs Getting Around Campus Events Parking & Transportation Visit Information Information for Faculty & Staff Journalists Initiatives Business & Industry Collaborations Diversity, Equity & Inclusion Free Speech Innovation & Entrepreneurship Public & Outreach Programs Sustainability Understanding Your Cost of Attendance Advertisement Supported by The Australian Professor Who Turned Breaking on Its Head Rachael Gunn, known as B-girl Raygun, displayed some … unique moves as she competed in a field with breakers half her age. The judges and the internet were underwhelmed. Share full article By Dodai Stewart and Talya Minsberg Reporting from Paris Breaking made its debut as an Olympic sport Friday, and among the competitors was Dr. Rachael Gunn, also known as B-girl Raygun, a 36-year-old professor from Sydney, Australia, who stood out in just about every way. By day, her research interests include “dance, gender politics, and the dynamics between theoretical and practical methodologies.” But on the world’s stage in Paris, wearing green track pants and a green polo shirt instead of the street-style outfits of her much younger fellow breakers, she competed against the 21-year-old Logan Edra of the United States, known as Logistx. During the round robin, as Raygun and Logistx faced off, Raygun laid on her side, reached for her toes, spun around, and threw in a kangaroo hop — a nod to her homeland. She performed a move that looked something like swimming and another that could best be described as duckwalking. The high-speed back and head spins that other breakers would demonstrate were mostly absent. The crowd cheered Raygun politely. The judges weren’t as kind. All nine voted for Logistx in both rounds of the competition; Logistx won, 18-0. Online, Raygun’s performance quickly became a sensation, not necessarily in a flattering way. “The more I watch the videos of Raygun, the Aussie breaker, the more I get annoyed,” one viewer posted on X, formerly known as Twitter. “There’s 27.7 million Australians in the world and that’s who they send to the Olympics for this inaugural event??? C’mon now!” We are having trouble retrieving the article content. Please enable JavaScript in your browser settings. Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times. Thank you for your patience while we verify access. Already a subscriber?  Log in . Want all of The Times?  Subscribe . 366 IMAGES 5 Tips for Teaching Essay Writing to ESL Students How to Write an Essay in 9 Simple Steps • 7ESL How to Teach Essay Writing in Secondary ELA how to write a great essay in an english language with the help of two How to Write a Great Essay Quickly! What is an essay & how to write a good essay? // English // Essay writing for kids COMMENTS Teaching Writing to ESL/EFL Students: Tips and Activities for ... Walk students through noticing activities, and challenge them to remember their tendencies in subsequent timed writing tasks. Teaching writing to ESL/EFL students requires commitment and perhaps a bit of innovation on the part of the teacher, but if done well, it can prove immensely useful in a globalized world, aiding individuals in self ... ESL Essay Writing: 7 Important Tips 7. Edit the Essay to the End. For the ESL student, the final edit is especially important. It offers a final chance to check form and meaning. For all writers, this process can be daunting, but more so for language students. Often, ESL students will use the same words over and over again due to a limited vocabulary. How to Teach Essay Writing to ESL Students Better How to Teach Essay Writing to ESL Students Better. 23 December 2020 Guest posts Teaching essay writing to ESL students is no easy feat. There's a lot of things to consider, such as making sure the language is correct, of course, as well things like structure, accurate covering of the topic, the context of the essay, and how well the points are represented. 5 Tips for Teaching Essay Writing to ESL Students 1). Get Down to Basics. Before teaching essay writing to your ESL students, make sure that you've already covered the fundamentals of sentence structuring. Start by teaching them how to write simple sentences, move on to compound, and then to complex sentences. Once they've mastered sentence formation, only then can you move on to teaching ... 11 Techniques to Boost Your Students' ESL Writing Skills In English writing, there are many forms and styles to suit different writing scenarios and needs. Each lesson can incorporate a new topic and writing style for them to learn. For example: letters; essays; stories; reports; reviews; emails; By teaching your students about planning and structure, their ESL writing will start to become more ... Planning a writing lesson Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. These can then be pinned up around the room for comment and comparison. When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements. Writing. Big Guide to Teaching EFL/ESL Writing: 16 simple steps The 16 steps cover attitudes to writing, choosing the best assignments, giving your students the right instruction and finally providing high-quality feedback. So get your pencils ready, there's a lot to get through! 1. Break down barriers to writing. For many, writing is a real struggle. How to Teach Writing to ESL Students The basic writing process steps are: 1. Brainstorming - This is a free writing exercise that helps students get several ideas down on paper. I tell my students not to worry about spelling and grammar when they free write. I also show them how to brainstorm using a mind map so they can see interconnected ideas. 9 Strategies in Teaching Persuasive Writing to ESL Students Join me in exploring nine simple strategies that tackle the challenges you face. Let's simplify the process of teaching persuasive writing in your ESL classroom and make it a whole lot easier! Introduction: 9 Strategies in Teaching Persuasive Writing: 1. Start with Engaging Topics: 2. Model, Model, Model: 3. How to Teach Essay Writing Given these barriers to learning, good TESOL teachers will ensure they have a very clear lesson plan when teaching essay writing. I recommend that you start by giving your students a clear and defined process to follow - one that will work for whatever essay topic they need to answer. My process is called 'The 3 Ps' - Planning ... How to Teach Essay Writing to ESL Students For students to begin writing a good essay, introduce them to the five steps of the writing process. The writing process guides the learner to write using the following steps. 1. Pre-writing ... Teach Narrative Writing to ESL Students ESL Newcomers. Supporting ESL newcomers in writing narrative essays involves providing structured writing supports like word banks and sample essays. Start by creating word banks filled with descriptive words, action verbs, and transitional phrases relevant to storytelling. These banks serve as vocabulary resources, aiding students in ... How to Teach ESL Students to Write in English The main point to remember is not to worry about conventions. Just let them write. Bell Ringers: Provide your students with real-world writing prompts that they can relate to. Make them open-ended and provide ample time for them to write. Bonus points if they share their thoughts out loud! How to Teach Essay Writing for ESL Classes Writing Basics for Beginner ESL Students. By Kenneth Beare. Simple sentence: Mr. Smith visited Washington three years ago. Compound sentence: Anna advised him against the idea, but he decided to go nonetheless. Complex sentence: Since he was in Washington, he took the time to visit the Smithsonian. Effective Paragraph Writing for ESL Students Pre-Writing Activities: Sparking Ideas and Organizing Thoughts. Now that we've got our students craving hamburgers, let's help them generate ideas for their paragraphs. Hold brainstorming sessions and let their creativity flow. Model using a mind map to get your students thinking. Do one for yourself first while you think out loud. ESL Essay Writing Activities Teaching ESL students the fundamentals of essay writing can be a very challenging process. This lesson will go over some valuable activities to use in the classroom to help make essay writing a ... A Guide to Teaching Essay Writing to Your ESL Students Picking a Good Topic and Thesis. "The best way to teach essay writing is to have students become engaged by allowing them to pick a topic they are interested in," writes David Muse, ESL teacher. Guide them towards something they can actually argue for or against. Once the student has a topic, it's time for them to brainstorm and do their ... How To Teach Writing To ESL Newcomer Students 1. Assessment of Prior Knowledge: When teaching writing to newcomer ESL students, it's important to gauge their existing proficiency in their native language. This evaluation includes an assessment of their language skills, literacy levels, and any prior experiences they may have had with writing. How to Teach Essay Writing in Secondary ELA Once students have their introduction and body paragraphs complete, I then have them move on to writing the conclusion. At this step, I teach conclusion writing to my students and have them restate the thesis and add a general thought to the end of the paragraph. At this point, I emphasize that students should not be adding in any new information. B2 First (FCE) Essay Writing Guide Part 1 of the writing test - there are 2 parts total. 140-190 word limit. You have about 40 minutes to plan and write your essay. You must answer a question using two notes and your own idea. The topic requires general knowledge only. The essay is always formal because it is written "for your teacher". How to Teach Your Students to Write an Essay Outline. The last thing to do before starting to write an essay is to make its outline. Choose some topic and make a list of points your students would need to mention if they wrote an essay on it. Such a technique will give them a better understanding of what and essay is, and how it should be written. Make sure that all students perfectly ... Teach Argument Writing to ESL Students Here is a practice exercise to watch, listen and write arguments. Ask students to: Listen to this one minute Steve Jobs speech. Deconstruct the argument by writing out the four part framework: question, claim, premise (s) and warrant. Evaluate this argument by describing his/her response (e.g. agree or disagree and why with a specific argument ... Essay Writing EAP Worksheets EAP Essay Cohesion, Coherence and Unity Worksheet - Reading and Writing Exercises: Categorising, Gap-fill, Identifying, Rewriting a Paragraph - Intermediate (B1) - 60 minutes. In this comprehensive essay writing worksheet, students learn and practice essay cohesion, coherence and unity. Students start by reading information about cohesion ... Schools use new tools to detect AI-assisted cheating as students return Taking a look at the numbers, Turnitin reports in the course of a year they get 200 million essay submissions from across the globe. On average 3%, or 6 million, have at least 80% AI detected. Exclusive OpenAI has a method to reliably detect when someone uses ChatGPT to write an essay or research paper. The company hasn't released it despite widespread concerns about students using artificial ... Tiny Memoir Contest for Students: Write a 100-Word Personal Narrative A personal narrative writing unit: This unit includes mentor texts, writing prompts, lesson plans, videos and on-demand webinars that teach the skills essential for any kind of narrative writing ... One in three students failing to meet English and maths standards The latest NAPLAN report cards are in. Put your English and maths skills to the test with our quiz. Non-Indigenous students' results remained substantially above their First Nations counterparts ... First-Year When reading your essays, we are looking for sincerity and authenticity. It's easy to tell when a student's essay is something they care deeply about, compared to a student who writes what they think we want to hear. A funny or interesting story doesn't hurt, either! There is one essay and one short answer required for first year applicants. The Australian Professor Who Turned Breaking on Its Head Breaking made its debut as an Olympic sport Friday, and among the competitors was Dr. Rachael Gunn, also known as B-girl Raygun, a 36-year-old professor from Sydney, Australia, who stood out in ... assignment essay homework paper phd report resume review speech thesis