1. Introduction

At the B1 level, learners are developing the ability to express ideas clearly in written form. They can already write simple connected texts on familiar topics but still struggle with coherence, organization, and accuracy. The goal of teaching writing at this stage is to help learners move beyond sentence-level accuracy and produce well-organized paragraphs and short compositions with appropriate vocabulary and grammar.

2. Key Objectives

Teaching writing to B1 learners should aim to:

Improve paragraph structure and text organization.
Expand vocabulary for everyday and academic topics.
Develop control over grammar in written communication.
Strengthen coherence through linking words and logical sequencing.
Build confidence in editing and revising their own work.
3. Common Challenges

B1 learners often face difficulties such as:

Using limited sentence patterns (e.g., mostly simple sentences).
Lack of variety in vocabulary and connectors.
Confusion about paragraph organization (introduction–body–conclusion).
Translating directly from their first language, leading to unnatural expressions.
Limited awareness of tone and formality according to text type.

4. Teaching Approach

a. Process Writing Method

Encourage students to see writing as a process rather than a single task. The process writing approach involves five stages:

Pre-writing – Brainstorming ideas, using mind maps, or discussing a topic.
Drafting – Writing the first version without worrying too much about mistakes.
Revising – Checking ideas, organization, and coherence.
Editing – Correcting grammar, spelling, and punctuation errors.
Publishing/Sharing – Presenting or exchanging writing with classmates for feedback.

This method helps learners develop autonomy and confidence while improving accuracy and clarity.

b. Genre-Based Instruction

Introduce students to different types of writing such as emails, stories, opinion essays, and descriptions.

Teach text structure and language features of each genre.
Use model texts for analysis before asking students to write.
Highlight useful linking words and expressions (e.g., firstly, however, in conclusion).

This approach helps learners understand the purpose and audience of their writing.

5. Classroom Activities

Paragraph Building
Give learners jumbled sentences and ask them to organize them into a logical paragraph.
Focus on topic sentences, supporting details, and concluding sentences.

Sentence Expansion
Start with a simple sentence and ask students to add information (who, when, where, why).
Example: “Tom went out.” → “Yesterday afternoon, Tom went out with his friends to play football in the park.”

Guided Writing
Provide a model text and a writing frame (e.g., prompts or sentence starters).
Gradually reduce support as learners gain confidence.

Peer Review
Pair learners to exchange drafts and give feedback using a checklist (e.g., “Is there a clear topic sentence?” “Are connectors used correctly?”).

Writing from Prompts
Use pictures, short videos, or discussion questions as stimuli for writing tasks.
This promotes creativity and connects writing with speaking and reading skills.

6. Integrating Grammar and Vocabulary

Instead of teaching grammar separately, integrate it into writing practice. For example:

When teaching past tense, ask learners to write a short story about last weekend.
When teaching modals, have them write advice letters (e.g., “You should…”).
When teaching connectors, focus on linking ideas in opinion paragraphs.

This contextual learning makes grammar more meaningful and easier to retain.

7. Assessment and Feedback

Use analytic rubrics that focus on content, organization, vocabulary, grammar, and mechanics. Provide constructive feedback that highlights both strengths and areas for improvement. Encourage self-assessment by having learners reflect on their progress after each writing task.

8. Conclusion

Teaching writing to B1 learners requires patience, structure, and consistent practice. By combining process writing with genre-based instruction, teachers can help learners produce more coherent, accurate, and engaging texts. Writing should be seen not just as a language skill, but as a tool for communication, creativity, and personal expression.

Lê Hoàng Phương