UNIT 3: WRITING

UNIT OVERVIEW

Writing is a core skill for teachers because it reflects clarity of thought, proper language use, and effective communication.
This unit focuses on:

1. Sentence accuracy – making sure each sentence is grammatically correct and precise.

2. Paragraph development – organizing ideas logically to form clear, coherent paragraphs.

3. Extended writing – composing essays, reports, letters, and other discourse types with appropriate style, register, and structure.

This unit is directly aligned with GTLE writing demands, which test both micro skills (spelling, punctuation, homonyms) and macro skills (coherence, cohesion, structure).

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Module 3.1: Micro Writing Skills

Sub-content Areas

1. Punctuation – the use of marks like periods, commas, semicolons, question marks, and exclamation points.

2. Capitalization – knowing which words require capital letters (e.g., proper nouns, sentence beginnings).

3. Spelling – correct arrangement of letters in words, including common pitfalls for Ghanaian learners.

4. Homonyms – words that sound alike but have different meanings (e.g., their/there/they’re).

Competencies

• Apply correct language conventions in written work.

• Avoid errors that obscure meaning or confuse readers.

Module Content with Explanation

1. Common Punctuation Errors

   • Using commas instead of periods or vice versa

   • Misplacing apostrophes in possessives (Johns book → John’s book)

   • Overusing exclamation marks

   • Importance: Correct punctuation clarifies meaning, separates ideas, and indicates pauses or emphasis.

2. Ghanaian Learner Spelling Challenges

   • Examples: receive often misspelled as recieve, accommodation → acommodation

   • Solutions: Use spelling rules (i before e except after c), syllable segmentation, and frequent practice.

3. Confusing Word Pairs / Homonyms

   • Their / There / They’re

   • To / Too / Two

   • Affect / Effect

   • Solution: Contextual exercises; practice identifying meaning based on sentence.

GTLE Exam Focus

• Error identification: “Find the mistake in this sentence.”

• Correct usage questions: “Choose the correctly punctuated sentence.”

Example GTLE Question:

• Identify the correctly punctuated sentence:
  a) I went to the market and bought oranges, apples and bananas.
  b) I went to the market, and bought oranges, apples, and bananas. ✅
  c) I went to the market and bought, oranges, apples, and bananas.

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Module 3.2: Macro Writing Skills (Paragraph & Text Development)

Sub-content Areas

1. Coherence – logical connection of ideas within a paragraph or text.

2. Cohesion – grammatical and lexical linking (e.g., using connectors like therefore, however, in addition).

3. Unity – all sentences must focus on the central topic.

4. Sentence order – arranging sentences in logical sequence.

5. Transitions – words/phrases that guide readers through ideas.

Competencies

• Organize ideas logically and coherently.

• Produce paragraphs that flow smoothly and communicate ideas clearly.

Module Content with Explanation

1. Linking Ideas Effectively

   • Using transitional words (firstly, moreover, finally).

   • Maintaining consistency of tense and point of view.

2. Paragraph Flow and Clarity

   • Ensure each sentence connects to the previous one.

   • Avoid abrupt jumps in ideas.

Example:

• Poor coherence: “The students studied hard. The weather was hot. The teacher marked exams.”

• Improved coherence: “Despite the hot weather, the students studied hard, and the teacher later marked their exams carefully.”

GTLE Exam Focus

• Rearranging sentences – putting jumbled sentences into a logical order.

• Identifying coherence problems – spotting where sentences break logical flow.

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Module 3.3: Sentence Function in Paragraphs

Sub-content Areas

1. Topic sentence – introduces the main idea.

2. Major support – sentences that give important details.

3. Minor support – extra details or examples.

4. Concluding statement – sums up the paragraph or restates the main idea.

Competencies

• Analyze paragraph structure and identify the role of each sentence.

Module Content with Explanation

1. Sentence Role Identification

   • Topic sentence: “Education is the key to national development.”

   • Major support: “It equips citizens with necessary skills and knowledge.”

   • Minor support: “For example, literacy programs improve job prospects.”

   • Concluding statement: “Therefore, investing in education benefits the entire nation.”

2. Paragraph Analysis

   • Ability to recognize sentence functions and suggest improvements.

GTLE Exam Focus

• Identifying sentence functions – “Which is the topic sentence?”

• Structural analysis questions – spotting missing elements or misordered sentences.

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Module 3.4: Extended Writing and Discourse Types

Sub-content Areas

• Essays: argumentative, descriptive

• Letters: formal, informal

• Reports: school, official

• Minutes: meeting notes

• CVs: résumé writing

• Speeches: audience-oriented writing

Competencies

• Compose and analyze various written texts.

• Use appropriate register, tone, and structure.

Module Content with Explanation

1. Purpose, Audience, and Register

   • Purpose: Why are you writing? Inform, persuade, report?

   • Audience: To whom are you writing? Formality depends on this.

   • Register: Level of language (formal/informal).

2. Formal vs Informal Writing

   • Formal: “I am writing to request…”

   • Informal: “Hey, can you send me…”

   • GTLE expects candidates to match register to context.

GTLE Exam Focus

• Identifying appropriate register – choosing formal or informal style.

• Structural and format questions – correct layout for letters, reports, CVs, and essays.

Example GTLE Question:

• Which of the following openings is suitable for a formal letter?
  a) “Dear Sir/Madam,” ✅
  b) “Hi buddy,”
  c) “Hey there,”

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Summary of Unit 3 Importance for GTLE

• Micro skills → ensure sentences are error-free.

• Macro skills → ensure paragraphs are coherent and well-structured.

• Sentence function & analysis → understand how each sentence contributes to meaning.

• Extended writing → demonstrate ability to write professionally, persuasively, and clearly.

Tip for Candidates:

• Practice daily sentence correction and paragraph reconstruction.

• Memorize key transitional words for cohesion.

• Write one essay or report per week to improve fluency and register awareness.

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