Teacher’s Checklist                  

PRE-WRITE                                                                                                          ü

a.  Have students practiced the language necessary to complete the writing task?



b.  Have students thought/talked about what they are going to write?




WRITE                                                                                                                   ü

c.  Is there a model of the format?  (letter, paragraph, sentences)



d.  Is there model language students can refer while writing?




REVISE and EDIT                                                                                                 ü

e.  Do students review their writing by reading it aloud – alone or together?



f.   Do students use a checklist to review their writing?



g.  Does the teacher check if the writing task is complete?



h.  Does the teacher give feedback on content?



i.   Does the teacher give feedback on language?



j.   Do students correct their writing?



Key to Teacher’s Checklist                  


a.  Students need practice with the target vocabulary and grammar before they can control it in writing.  The easiest way to ensure this is to do writing as the culminating activity for any language learning lesson (i.e. grammar, vocabulary, listening/speaking).

b.  Low-level students need time to develop their responses before they write.  Talk things out first as a class or in pairs.


c.   Present a model. Check student comprehension of the model.  Ask students to identify features in the format (i.e. title, indentation, double spaces,).  Ask comprehension questions to confirm student comprehension of content too.

 d.  To become independent writers, students need to know how to use reference material (in this case, the model language).  If they are using newvocabulary, have them locate their vocabulary list.  If they are using a particular grammar structure, have them locate the corresponding grammar chart. 


e.   Revising is essential to the writing process.  Make sure students have a review routine such as reading their writing aloud to themselves and then a partner. 

f.    Focus the editing process.  You can supply an editing checklist, or students can keep a running checklist of the types of errors they make.  See the example below. 

      Show students how to use an editing checklist. Present an incorrect model and go through the checklist to find the errors. 

g.   Writers can always say more.   Read student writing and orally ask (or write questions) to get them to flesh out their writing.  With training, students can also do this questions-asking as they read their writing aloud to one another in pairs (see e above).

h.   Writing is meaningful.  Write a personal comment or orally give a personal response (i.e. That sounds like a fun!  or You have a big family!).

i.    Give focused feedback but don’t do all the work.  Circle the errors and let students figure them out.  If you indicate the number of each type of error in the editing checklist, students can understand the nature of their errors  (see example below). 

      I do not code errors on the page (i.e. indicate sp. for spelling error and wc for word choice) because low-level students get so easily overwhelmed by too many markings and too much print on a page.

j.    Correcting writing is a step in the writing process.  Have students work individually or in pairs to correct their writing and then hand in their final draft.


Student’s Checklist 


Check for:






  Capital letters






  1 subject + 1 verb






*  You can indicate the number of each type of error in the students writing, so they can understand where they need to focus their efforts.