Erhan Gülşen Erhan Gülşen

Online Process Writing Lessons for Young Learners


In these lessons, students work on their paragraphs collaboratively with their peers on their tablets for 40 minutes. Before building their texts, they generate ideas on each writing topic by studying the graphic organisers designed specifically for each session and topic. Next, they visit and open their page and start writing their paragraphs on one of the peer's tablets. They shouldn't write less than 70 words in each lesson. They may do research on the internet to find specific information. When everybody completes their paragraphs, each student opens their own tablet and make comments on the newly generated paragraphs. If time doesn't permit, they may leave their comments after school at home. (Note: As each student access to the same account on blogger at the same time, they have to write their names under their paragraphs and comments.)


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Main Aims

  • To provide process writing practice of a descriptive paragraphs in the context of a real story (lesson 1: talking about past), ideal school (lesson 2: talking about unreal present and future), robots in the future (lesson 3 pros & cons), a summer festival (lesson 4), favourite TV programme (lesson5)

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of brainstorming before writing


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The T. asks some general questions about the writing topic to activate the learners' schemata and provide some ideas for the brainstorming session.

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

The T. may show some reading texts from the course books as models for production.

Brainstorming and Outlining (8-10 minutes) • To help students be engaged in process writing through discussions with peers on the topics

The T. presents the writing topic and shows a graphic organiser suitable for the writing topic on the smart board from And, the Ss draw the chart on their notebooks and fill in it with their peers.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

The Ss start producing their texts on their Blogger page. They have 20 minutes to finish their tasks. They may search through the internet if they need some specific information during the process. When they complete their paragraphs, they write their names before publishing and then wait for the feedback session to start.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Each student opens their tablets and visits their Blogger page. Then, they scroll through the page to find a paragraph to comment on. They check their friends' errors and leave comments on them, text outlines or themes/plots below the paragraphs. They may reply to each other's comments. But they have to write their names under their comments.

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