reader-friendly. The students are also encouraged to see the teacher as an interested
reader who is there to help during the writing process and not to correct mistakes.
Task 10 (see appendix III).The last stage of the writing process focuses on
giving the text its final form. Students are given a recipe layout in which their text
should be incorporated. Such a formal layout suggests for an error-free text as the
recipe will be exposed to the public. Students are therefore encouraged to do a proofreading correcting mistakes of spelling and punctuation. This activity comes as the
last one in the writing process in order to help students acquire the habit of correcting
surface errors after they have finished with matters of content.
2.1.4.3. Post-writing activities
Task 11 (see appendix III) asks students to work in pairs. They have to
exchange papers with their partner and read each other’s work. This last task is
multiply beneficial. First, it provides students with a real audience. This does not only
make writing meaningful but it can also provide them with immediate feedback from
their partner. Second, it can help the reader-writer acquire a reader’s point of view, a
skill which he will be able to transfer when reading his own writing. Finally, it can
enrich the reader’s Long Term Memory with new forms of language by exposing him
to how other writers used their linguistic resources for a similar task.
2.2 Lesson 2
2.2.1. The aims of the lesson
The lesson aimed at helping students:
realize how writing can be used as a means of transferring information
become aware that there are certain rules which govern both the layout and the
language of a text according to its type.
consider writing as a process which involves various steps of drafting and
redrafting before a final text is produced.
2.2.2. The objectives
At the end of the lesson students were expected to be able to:
communicate a message effectively using written language
write an informal letter following the conventions of organization and layout
50