Teaching and learning to face the FCE writing componenthasalwaysbeenachallenge!

Why is it that the same teenagers who make themselves heard, who openly express their views maturely, the moment they are confronted withawritingtask,claimtohavenoideas,feeltheirmindsgoblank?Why is it they are reluctant to get involved in the writing process? What happens when, after convincing them about the importance of giving writing a try in order to succeed, we notice their final productions lack risk?Or,whatisevenworse,theirvoicescannotbeheard! Aware of this reality, I decided writing would be conceived as a collaborativetask,theresultofjointeffort. Once a task is introduced and analyzed by the whole class together, a skeletonisplannedbearinginmindtheconsiderationsforeachtexttype format. Then, the class is divided in groups and each group sets out to write the beginning within a set time limit. Whether it is an article, an essay,areportorastory,theprocessofpainstakinglydecidingonideas, choosing vocabulary or monitoring grammar is highly enriching and motivating. After that, each group appoints a volunteer to read their paragraphs aloud. The whole class votes for the piece which best responds to the statedcriterion.Itiswrittenontheblackboardbydifferentmembersof thewinninggroupandcopiedbytherest. Thesameprocedureisfollowedwiththedifferentparagraphsofthebody andtheendingorconclusion. By the end of the year students have a collection of their own pieces of work which are unique varied and imaginative. Students feel a strong senseofachievementandtheirselfesteemisboosted.Preparingforthe FCEwritingcomponentisnolongerasolitaryenterprisebuttheresultofa sharedprocess.

Thesearesomeexamplesofreportswrittentogether! Asoneoftheunitsinourcoursebookdealswithenvironmentalissues,our teacherinvitedustolearnmoreaboutplacesintheworldwhich,because oftheiruniqueness,havebecomeWorldHeritagesites. First,wereadaboutUNESCOsmissionintheworldandlearntaboutthe legacywereceivedfromthepast.Then,weprocessedinformationrelated todifferentplacessuchastheChineseWall,ChichenItza,TheGrand CanyonandTheStateofAmazones.Whilelearningaboutthem,wewere askedtospotandwritedownusefulexpressionsandinteresting vocabularywhichwethoughtwouldhelpusdescribeotherplacesand improveourEnglish. Afterthat,wehadaclassdiscussionaboutthecharacteristicsofthese WorldHeritagesites,andexchangedideasabouttheimportanceof protectingandpreservingthem.Wealsoanalysedthevocabularyand expressionswehadhighlightedandtriedtoexplaininourownwords whattheymeant. Oncewehadexploredthesesitesintheworld,wefocusedonWorld HeritagesitesinArgentina.TheteachershowedusphotosofDeLaLuna Valley,PeritoMorenoGlacier,TheIguazuFallsandHumahuaca.Then, sheaskedustogetingroupsand,usingthevocabularyandthe expressionswehadjustlisted,writeashortdescriptionabouttwoofthe placeswefoundthemostimpressive.Then,wereadourdescriptions aloud.Wewereveryproudofourproductionssincewewereabletouse mostoftheexpressionswehadpreviouslylearnt. Followingthisactivity,wewerepresentedwiththewrittentask.Thisis theresultofexchangingideasandjoiningeffortstoaccomplishthetaskin acollaborativeway.