Professional Documents
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Hanna Loch
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Why teach writing informal emails?..............................................................................4
As Raimes (1983, p.85) rightly noted ‘if a language student ever needs to write
anything in the second language, it will probably be a letter/ email’. As my Saudi
students are mostly housewives, they are unlikely to find themselves in the social
roles that require writing formal emails. I have been often asked, however, about
informal email writing (e.g. the right salutation and sign–off) since my students make
many international friends, with whom they want to keep in touch.
Emmerson (2003) pointed out that it takes not only awareness but also
practice to write in a style which fits the context. Idiomaticity of informal
register presents an enormous challenge to all students but particularly to those
whose L1 are Romance languages, e.g. Francophone Moroccan and Algerian
students. Moreover, my General IELTS students attempting Writing Task 1 are very
inconsistent with informal register, which results in lowering their band scores.
For these reasons, I believe that focusing on writing effective informal emails is
relevant and motivating for my learners. Last but not least, Tribble (1996) sparked
my interest in exploring writing as a skill and Crystal (2006) inspired
me to focus on informal emails and their ‘linguistic irresponsibility’
(ibid.p.39).
1.GENRE
Crystal (2006) compares an informal email to a quiet phone call based on its
frequent adjacency pairs (e.g. question – answer, request-acceptance).
Furthermore, email utterances display much of the urgency and energetic force
which is characteristic of face-to-face conversation (ibid).
To start with, it is worth looking at register and its three variables (see
table below) as they impact on the genre and style, i.e. content and context
(Thornbury, 2005).
BODY
short paragraphs to make a message legible and intelligible and fit it into a
single screen
Hale and Scanlon (1999, p3) point out that mechanics (spelling and punctuation) of
informal emails are loose and playful. Spelling errors are acceptable as long as
2.1 Lexis
Features
vocabulary (informal) 1. common words
I got your email yesterday. (not Latin based
received)
Lexical cohesive devices to direct repetition of words from the same word family,
achieve connected text use of synonyms, antonyms
substitution of previously mentioned words with
one/ones
features
WRITING PROCESSES
Most writing processes (knowledge of the most appropriate way of preparing for
the task) are recursive (i.e. cyclical, non-linear) and therefore include a series of
planning, editing and drafting (Harmer, 2004). In my opinion, however, only two of
them are relevant to an informal email (see below).
According to Hedge (1998) skilled writers think about two important things before
they put pen to paper: the purpose and the recipient. They also plan content
(what?) before layout (how?). Tribble (1996. p104) argues that in real life, informal
emails do not require any preparation at all, unless the writer decides to make a list
of points to include. I feel this is an oversimplification because writing is an extremely
personal affair. Some people might not plan at all but others, like me, (although I
used to work as a journalist in Warsaw and consider myself a skilled writer) plan
content and layout thoroughly before writing even a very informal email in their
mother tongue.
Solution 1
Aim:
to help students understand Western email layout conventions
Procedure
2. students copy and categorise the examples in order to make a poster (click on
the link Layout – template of a poster)
Evaluation
Although it requires time, it is a great way for the students to create their own
‘resource bank’ on which they can draw on in the future. The activity promotes
learner autonomy as it teaches the students to make use of writing models, as a lot
of native speakers do (Hedge, 1998). Product Approach i.e. based on the use of
Solution 2:
Aim:
Procedure:
1. begin with a telephone role-play task to show students that an informal email
is like ‘a quiet phone call’ (Crystal, 2006, p.130), i.e. question and response.
Students in pairs follow the prompts to arrange a meeting between close
friends.
2. photocopy 3-4 email dialogue sheet (click on Email dialogue sheet) per pair.
Students pass the sheet back and forth as though sending and receiving an
email, they have to ask and answer questions in their emails, each time role-
playing different audience and writer, e.g. a grandchild and grandmother,
boyfriend and girlfriend, two teenagers (boys), etc. (adapted from Hughes,
2001)
3. students discuss in pairs how the reader influenced the content (lexis and
grammar choices) and register (more or less informal language) of their
emails. Which emails required more grammar and words, which were more
Evaluation:
As this activity reflects the interaction of reading and speaking/writing in real life and
can be used as part of Genre Approach which focuses on communication and the
effect on the target reader. It would be appealing to YLs, especially teenagers who
like interacting with each other as well as enjoy role-plays. However, raising
awareness of purpose, audience can be useful for students of all levels and
contexts, from GE to ESP.
‘You always tell me not to leave out helping verbs and articles, and now you have
changed your mind and you want me to do it? – exclaimed frustrated Intermediate
students in Vietnam after I marked his informal email. His confusion was justified.
Solution 3
Aim:
Procedure:
3. students in teams of 3 come the board to play the game, each team removes
something from the email, if their choice is correct, they get a point (they can
roll the dice to make it more exciting). Game continues until here are no more
words which could be erased.
Evaluation
I agree with Crystal (2006) who pointed out that to leave a letter or grammatical
structure out, you have to know that it is there in the first place (Crystal 2009). For
this reason, this activity raises students’ awareness of English as a whole and it is
highly beneficial for holistic (B1+) learners. Students can notice that not only
vocabulary but also grammatical conventions depend on the social context (the more
formal context, the more grammar (Thornbury, 2001).
Hi Maram,
How’s it going?
I’m having a party on Friday. I would be really grateful if you could come.
XOXO
Zara
Reasons:
Solution 4:
Procedure:
3. Students write a new informal email but they need to use at least four of the
phrases they have learnt.
Evaluation:
This activity could be used in both Product and Genre approaches to writing as it
focuses on language features and style. It could be used starting from Pre-
Intermediate 1 level. Pelmanism would appeal to kinaesthetic learners making the
target language more memorable and aiding retention.
‘I can’t write a holiday email to a friend because I have nothing to say’ - said my
Intermediate Tanzanian student. Although informal emails are pretty simple, students
Solution 5
Aim
1. tell students to sit on the floor in a circle, close their eyes, take three deep
inhales/exhales and visualise memories about the best holiday they have
ever had
3. in pairs students draw their own mind maps, then compare with another
group. In 4s they draw a combined mind map sheet of paper which they
display on the wall. All students walk around comparing their ideas.
Evaluation
Bibliography
Books
Hall, C and Scanlon, J (1999). Wired Style: Principles of English Usage in the Digital
Age. New York: Broadway Books.
Harmer, J. (2004). How To Teach Writing. Pearson Education Limited.
Articles
Example of an email
It was a great evening want it! I really enjoyed the meal, and it
was nice to see Mary and Roger again. Have you had a chance to
speak to Lucy yet? Don’t worry if you haven’t, I will be seeing her
tomorrow.
About next week – the film you suggested sound great. I’ve been
talking to some colleagues at work about it. I’m not sure about
the day, though. Tuesday might be difficult. Perhaps
Wednesday would be better? Let me know. I’m going to my
parents at the weekend – I’m looking forward to it. They live in
Chichester. Have you ever been there?