Abstract:

Writing fluency is a much less frequently used term compared to speaking fluency. In fact, when fluency is mentioned, we tend to think of speaking, rather than writing or reading. Even in formulating course learning outcomes, when dealing with writing, the usual focal point is accuracy but not fluency.

This presentation defines writing fluency and emphasizes the importance of balancing activities that promote it with accuracy promoting activities, as both are equally essential components of communicative competence.

The presentation will also be addressing the strategies of written corrective feedback that can help promote both accuracy and fluency in students’ writings. In addition, it will explore activities that enhance writing fluency, providing examples from high elementary students’ writings. Since this is a work in progress, recommendations for future investigations will also be provided.

Presentation Outline:
1. Definition: what is writing fluency?
2. Measuring writing fluency
3. How to train students to write fluently
4. Components of a writing fluency exercise
5. Strategies of written corrective feedback
6. Examples from students’ writings
7. Conclusion: recommendations for future investigations

Keywords:

Foreign and second language learning, teaching writing, classroom practice.