EVALUATION OF CURRENT WRITING INSTRUCTION PRACTICES - A PROPOSAL OF AN ALTERNATIVE WRITING LESSON
DOI:
https://doi.org/10.46827/ejes.v12i4.5902Parole chiave:
teaching writing, theoretical approaches to writing, pre-/while-/post- activities, peer feedbackAbstract
Writing is a crucial yet complex skill in second language (L2) acquisition, often thought to be more challenging than reading. This article evaluates the writing instruction practices in a typical English course book, widely used in a monolingual Greek classroom, examining whether its tasks encourage independent L2 writers. Current practices emphasize guided composition and structural accuracy, limiting students’ autonomy and engagement with writing as a communicative process. The article explores current theoretical approaches to writing instruction, including text-based, writer-based, and reader-based methodologies. It claims that a writer-based approach, which prioritizes personal expression and contextualization, better equips learners to develop writing proficiency. An alternative writing lesson is proposed, incorporating pre-, while-, and post-writing activities to enhance creativity, reduce cognitive load, and promote process-oriented writing. This lesson encourages independent idea generation, peer feedback, and revision, shifting away from rigid, form-focused exercises. The evaluation of the lesson highlights students' increased engagement and confidence in writing when exposed to a process-driven approach. Peer collaboration and drafting facilitated the students’ development as autonomous writers. Ultimately, the study underscores the importance of balancing structure with creative freedom to foster meaningful L2 writing instruction.
Article visualizations:
Riferimenti bibliografici
Bazerman, C. (1997). The life of genres, the life in the classroom. In W. Bishop & H. Ostrom (Eds.), Genre and writing: Issues, arguments, alternatives (pp. 19–26). Boynton/Cook. Retrieved from https://books.google.ro/books/about/Genre_and_Writing.html?id=yjB0QgAACAAJ&redir_esc=y
Calfoglou, C. (2004b). Writing: Theory and practice. In C. Calfoglou & N. Sifakis (Eds.). Feez, S. (2002). Text-based syllabus design. NCELTR, Macquarie University. Retrieved from https://books.google.ro/books/about/Text_based_Syllabus_Design.html?id=vJTXAAAACAAJ&redir_esc=y
Flynn, N., & Stainthorp, R. (2006). The learning and teaching of reading and writing. Whurr Publishers Limited. Retrieved from https://www.researchgate.net/profile/Rhona-Stainthorp/publication/267854382_The_Learning_and_Teaching_of_Reading_and_Writing/links/55b8d88b08ae092e965a7f7b/The-Learning-and-Teaching-of-Reading-and-Writing.pdf
Grabe, W., & Kaplan, R. (1996). Theory and practice of writing: An applied linguistics perspective. Longman. Retrieved from https://www.routledge.com/Theory-and-Practice-of-Writing-An-Applied-Linguistic-Perspective/Grabe-Kaplan/p/book/9780582553835?srsltid=AfmBOop6ZBHmXEj9A3jaf3snMc_8WF_EbnBK1oP4zJ049x4EPWkNdrWT
Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). Edward Arnold. (Original work published 1985). Retrieved from https://www.uel.br/projetos/ppcat/pages/arquivos/RESOURCES/2004_HALLIDAY_MATTHIESSEN_An_Introduction_to_Functional_Grammar.pdf
Hyland, K. (2009). Teaching and researching writing. Pearson Education Limited. https://doi.org/10.4324/9781315833729
Kallestinova, E. (2017). Crafting an argument in steps: A writing process model for graduate and professional students with LD. Yale University. Retrieved from https://psycnet.apa.org/record/2018-54383-002
Kramsch, C. (1997). Rhetorical models of understanding. In T. Miller (Ed.), Functional approaches in written text: Classroom applications (pp. 50–63). USIA. Retrieved from https://www.tesol-france.org/uploaded_files/files/TESOL%20V2N2%20C4%20Rhetorical%20Models.pdf
Pincas, A. (1962). Structural linguistics and systematic composition teaching to students of English as a foreign language. Language Learning Research Club, University of Michigan. http://dx.doi.org/10.1111/j.1467-1770.1962.tb01248.x
Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19(2), 229–258. Retrieved from https://doi.org/10.2307/3586828
Squire, J. R., & Applebee, R. K. (1969). Teaching English in the United Kingdom. National Council of Teachers of English (NCTE). Retrieved from https://books.google.ro/books/about/Teaching_English_in_the_United_Kingdom.html?id=IGeFAAAAIAAJ&redir_esc=y
Zamel, V. (1976). Teaching composition in the ESL classroom: What we can learn from research in the teaching of English. TESOL Quarterly, 10(1), 67–76. Retrieved from https://www.jstor.org/stable/3585940
Dowloads
Pubblicato
Fascicolo
Sezione
Licenza
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
