This extract is taken from a writing lesson taught as part of a low level course in English for Academic Purposes in a university language centre in the UK. There were ten adult learners from different countries. The page Interview with the Teacher provides some background information about how the course is run.

Teachers spend a lot of time marking learners’ writing, but at some point most teachers ask themselves whether all the work they do is having an impact on their learners’ writing. This extract shows how Harry addressed this issue with his learners.

The video clip relates to an activity Harry devised related to an essay on social media that the learners had written. Harry had marked these essays, but had not yet returned them to the learners. The activity relates to some of the issues that Harry had identified in the learners’ essays. Before the start of the video, Harry had given out the worksheet and asked the students to complete the worksheet working in pairs. The video clip covers what Harry did after the students had more or less completed the worksheet below. In the lesson, Harry also displayed the worksheet on the white board.

Task

Before you look at the extract you should read chapter 13 Writing in Teaching and Learning the English Language, especially activity 13.4 Discussion and consider how you use feedback to help learners’ write better. You should also read Harry’s commentary on the programme and the worksheet below.

 Now have a look at the extract from Harry’s lesson and his worksheet.

1. How did Harry chose the items he wanted to focus on in his worksheet?
2. How did he handle the suggested answers that the learners’ gave?
3. How would you suggest he follow up this activity?
4. How does Harry’s approach to feedback compare to the strategies you use in your own teaching context? What would you see as the advantages and disadvantages of Harry’s approach?