Learners need to be encouraged to see writing as a process that includes planning content, drafting, evaluating, revising and editing as stages that lead to the final product. It is not possible, of course, to go through this whole process in situations where a learner has to produce a piece of writing in a limited time, as in a test or examination. If, however, that learner has been used to working
through the process as a matter of course, that process will be part of their thinking and they will be able to go through it mentally even if they have limited time to spend.
The activities in this issue aim to outline the various stages in the teaching of writing that a teacher needs to consider. No-one would advocate giving a learner an empty sheet of paper and a title and telling them to write a story or a letter or any kind report except in an examination for which they had been fully prepared. The fear of that empty page is very real to many learners who have no idea how to begin the process and feel they are devoid of ideas and expertise; they can become demoralized, lose confidence and be put off writing for life unless they are explicitly taught strategies to cope. In order to make progress, learners need good teaching that includes the modeling of writing, regular opportunities to develop their skills, and effective assessment practice that leads them to understand how best to improve their work. The really effective writer will reach a stage when the mechanical aspects of writing, such as spelling and punctuation, become second nature to them and they are able to give all their attention to experimenting with language and form to engage and inform their readers. [1, p7]
Effective writing requires writer’s adequate knowledge on language concern and techniques of writing messages. Writers’ knowledge on language and techniques of writings enable them to write skillfully and logically. And in this article we are discussing one of the writing teaching techniques “E-mailing” and its role in the teaching process in order to improving writing skills.
Emails, like traditional business letters, need to be clear and concise. Learners should keep sentences short and to the point. The form of this letter should be direct and informative, and it should contain all pertinent information. In order to avoid of some wrong structure and be sure for applying a well-structured letter we see the article on writing skills for guidance on communicating clearly in writing. Unlike traditional letters, however, it costs no more to send several emails than it does to send just one. [2, p46] so, if you need to communicate with someone about a number of different topics, consider writing a separate email for each one. This makes your message clearer, and it allows your correspondent to reply to one topic at a time. Following this the teacher's tasks are to create the conditions for practical language learning for each student, to choose such methods of teaching that would enable every student to show their activity, their creativity, to increase students' writing skills in learning foreign languages. In order to prove what is said above the Task-based learning helps to activate this ways of learning and students since most of them have an interest for new knowledge. Such way of teaching and learning process is reflected in the choice of the area of investigation, which integrates the content and practice by the “E-mailing” techniques as well as teaching writing through task based learning in practical English classes’ database. This technology allowed students to integrate the variety of activities, making learning enthralling, more interesting and therefore, efficient.
The main point is represented by the fact that the usage of new techniques as innovation methods of teaching of practical English present a good model that can be effectively used as a teaching guide for learning and developing writing skills as well as communicative language competence through task based language learning. The results of the issue are aimed at improving the quality of teaching and practicing writing skills with clear instruction. And the main purpose of the usage of this innovative approach is the ability to effectively master students' writing skills. The issue systematized key aspects of sociolinguistic and pragmatic competences for the purpose of teaching them at pre-intermediate and intermediate levels to EFL learners (junior university students). Also, the current studies is in its approach to developing writing skills through communicative competences and increase the usage of special expression in real life and its effect on oral proficiency in the target language.
Purpose is the key here. If students see a reason for writing that is relevant both to their learning and to their life, they are more likely to be motivated. It is not enough for a teacher to say, "I'd like you to do this because it will be good for you." When we write in our daily lives we always have a reason for doing so. It's often worth discussing the type of writing students do in their first language and trying to mirror these types of things in the target language. So, if your students write lots of texts and emails, why not start with these? Also, when we write in real life we often receive some kind of response. So, is there any way you can build in a response to anything your students write? It doesn't necessarily have to be you replying to everything. Perhaps students can write to each other! Such kind of motivation — the desire to successfully develop writing skills — is often stronger than the demands of parents and teachers to study hard in order to get excellent and good marks. Learners should work with the e-mail writing and translate the special items of the given kind of letter and correct mistakes which were related to the topic and some exercises with the instruction “error correction”. So, the current situation was that students were not so eager to learn English and the cause of it is low motivation and for this reason we wanted to implement innovative techniques to raise their motivation to learning languages. Teaching a report writing class is challenging. Classes combine the instructor’s need to explain and demonstrate with a student’s need to practise and implement. Report writing tools are complex. Students end up working at different paces with markedly different levels of understanding which also makes the classes difficult and time consuming to teach. Vendor offerings are typically expensive and we often end up having to do this training in house. Unfortunately, we sometimes leave staff to learn on their own rather than doing formal training. While this can force quick learning, users may end up being less productive in the long run because of lack of initial knowledge. Here are suggestions to make your report writing training more effective.In the procedure we decided to apply mostly pair and group working in order improve their not only writing skills but also communicative skills by sharing and defending their opinions on the material. Working in groups, the participants of the joint project should distribute the roles or the function and realize that success depends on the contribution of each participant. Task based work begins in the classroom as a teacher-supervised activity. Depending on the type, they can be presented at the next lesson, or at the final lesson. It is important to organize the work using task, creating the most favorable conditions for the disclosure and manifestation of the creative potential of the participants.
So, implementing such way of teaching writing way is where students work in pairs or small groups to produce a piece of writing. In many cases this involves only one student actually putting pen to paper but all the students contributing through ideas, discussion on content and language and checking through the final product then refining, editing and improving. Once your students are comfortable with this, they could become e-pen pals with students in another city, state, or country!
To sum up, we may say that writing isn’t rocket science. It’s a basic skill that can be practiced over and over again. With your help, your students can become better and better as the time passes. As mentioned earlier, you play a huge role in their education and in their skills development process. The moment you decide that you want to take a bigger responsibility concerning your student’s writing aptitudes, you will be one step closer to what you want to achieve with them. Try different types of motivation techniques and instructions, and observe what’s working best for your students.