In my previous post "Problem-Solving Strategy to Reading and Writing", I mentioned about Ss' "wrong" answers. I tend to get Ss to look at why answers are 'wrong', trying to avoid the use of ideal paragraphs in writing: these too often only show what they can't do yet...They need to consciously take steps forward; steps that they are capable of taking.

By working with what can be produced, we weed out basic errors and strengthen foundations. After the whole class has agreed on the criteria to be aimed at, Ss spend around 15 minutes working in small groups writing a paragraph. I type these out, without changes, and return them for evaluation the next day where both strong and weak points are picked up. Ss often identify points I overlooked. First, working in small groups, they all have time to reflect and contribute. When points are finally made to the class, these have to be explained clearly, others adding or improving points if needed.

I also make use of 'parallel writing' where Ss are provided with a written model. After completing a variety of reading and grammar activities, Ss work toward writing a similar story. The learners follow the model using similar vocab or what is appropriate to their context, structures and organization on their own.

Are there your special techniques in developing writing as a thinking skill?