WEBVTT 00:00:00.040 --> 00:00:03.010 >> Then you want to engage them in post-writing tasks. 00:00:03.010 --> 00:00:07.200 How many of you actually have your students edit their own work? 00:00:07.200 --> 00:00:10.380 How do you do that? 00:00:10.380 --> 00:00:15.220 >> Usually peer editing or they edit it and then consult with a peer. 00:00:15.220 --> 00:00:19.160 Like swap papers and then they check each other's-- 00:00:19.160 --> 00:00:20.750 >> That is part of good writing. 00:00:20.750 --> 00:00:23.560 Good writers usually plan what they are going to say. 00:00:23.560 --> 00:00:27.620 They prepare for the writing and then they keep revising, revising, 00:00:27.620 --> 00:00:30.890 revising during writing, also afterwards. 00:00:30.890 --> 00:00:34.730 So there's a lot of editing that goes into good writing in the L1. 00:00:34.730 --> 00:00:38.150 We need to help train our students to do that in the L2 as well. 00:00:38.150 --> 00:00:42.060 Very often, good writers in the first language don't transfer the skills 00:00:42.060 --> 00:00:42.950 into the second language. 00:00:42.950 --> 00:00:47.230 You have to re-teach that and teach that explicitly, because our students also come 00:00:47.230 --> 00:00:51.320 with the expectation that writing is only about practicing grammar and vocabulary. 00:00:51.320 --> 00:00:54.710 Again, we wanna train them beyond just the first 2 years. 00:00:54.710 --> 00:00:56.570 They will need academic language. 00:00:56.570 --> 00:01:01.240 And if we focus on writing, it helps them learn how to write better in their first language too, 00:01:01.240 --> 00:01:04.290 so you help your students learn beyond the classroom. 00:01:04.290 --> 00:01:09.570 So, you can ask your students to reread the story. 00:01:09.570 --> 00:01:13.380 Make sure that the story flows smoothly, eliminate fluff. 00:01:13.380 --> 00:01:16.570 Again, focus on the writing quality, not just language. 00:01:16.570 --> 00:01:18.920 Proofread your spelling, vocabulary, grammar. 00:01:18.920 --> 00:01:21.000 You can provide them a checklist. 00:01:21.000 --> 00:01:22.070 Edit your paper. 00:01:22.070 --> 00:01:25.740 You can do that peer editing or post-teacher editing. 00:01:25.740 --> 00:01:28.900 That's a variant of peer editing. 00:01:28.900 --> 00:01:32.250 Where you give the students feedback first and then they get together 00:01:32.250 --> 00:01:34.770 with each other and go through your comments. 00:01:34.770 --> 00:01:38.060 And where-- we'll talk a little bit later about writing assessment. 00:01:38.060 --> 00:01:40.590 You don't actually give them the correct answer. 00:01:40.590 --> 00:01:45.110 You just underline and put a question or put a comment next to it and have your students kind 00:01:45.110 --> 00:01:48.740 of figure out what they should be doing differently, and that engages them 00:01:48.740 --> 00:01:52.390 in the writing at a deeper level, and they share with the audience. 00:01:52.390--> 00:01:55.120 This might be also helpful because then they see 00:01:55.120 --> 00:01:58.060 that their writing has a purpose beyond just getting a grade.