I don’t know about you but I have had awful trouble in the past, trying to get my exam students to think beyond grammar and spelling when it comes to editing texts. I completely understand it, every writing exercise they’ve done in every language class ever has essentially been a language test and nothing more. Most of our correction keys (if we even use them) revolve around language errors and maybe paragraphing if they’re lucky. Then suddenly they rock up to an exam class and we start banging on about style and register.
Luckily, my girlfriend produced this email from her inbox the other day. And what a treat it was. Having kindly ordered some toys for our cat (in the hopes that it would play with them and not our ankles or toes) online, she patiently waited for a month before saying: “ehhhh…China, where are my toys?”. She received the email below. And it is fantastic!
This is a quick and simple lesson, using a real email that just didn’t nail their communicative aim. It’s a nice way of highlighting to students that it’s not just about the spelling. The phrases you use can really miss the mark if you’re not careful. my favourite is: “we’re always here for you”.
Thanks for your e-mail, these are imported products, under normal ，it will take 15-20 working days to arrive, I’m sorry to hear that you still have not received it , we contact with Logistic agent today, and have Urged them to send this package as soon as possible, now could you please check the delivery address:
If the address is correct, could help you to wait 2 days, when 2 days have passed, in normal it will be put in your mail box directly , could you please atttention for this , my customer ,if days past , you still have not received, send me an e-mail, we will issue refund to you immediately, that’s ok? if you have something to this purchase, please send me email, we will solve it immediately. we are always here for you.
Keep in touch!
- Level: Int and above
- Time: 60 – 90 mins (this may take longer if you feel you need to teach a lot about punctuation. This lesson is designed more to raise awareness than to teach but it may be necessary depending on your group).
- Objective: to encourage students to consider more than language errors when editing their own texts.
This is a simple one as the students do all the work really.
- Discussion: activate a bit of schemata with a nice opening discussion on online shopping. Add in any questions you like.
- Gist reading: Sts skim the letter to find the purpose of the email.
- Second reading: Sts read it again and discuss how successful the writer is in getting their point across and whether or not it’s an example of “good” or “bad” writing. I suppose what you’re looking for here is that communication occurs and the fundamental information is there but that’s not enough. This text doesn’t read well and is largely inappropriate.
- Pre-editing: Discuss as a class, what aspects of this email you might think about edting. Draw their attention to the editing tip below the email if they’re having trouble.
- Editing: sts edit in small groups.
- Comparing: I would put them up around the room gallery-style and let sts move around and compare each other’s work. Feedback as a whole class and take bits and pieces from each one.
- Comparing 2: reveal the sample answer on the back of the sheet and compare with sts answers. Did they miss anything? Were their ideas better than mine? Were there any sentences they should have deleted because they were irrelevant that they didn’t?
- Feedback as a whole class.
- Reflection: how can they apply this to their own writing.