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Changes in instructional approaches have begun to follow: Second language 12 composing research and instruction are also undergoing a similar paradigm shift— with some reservations about the value of implementing a process or workshop approach in the second language classroom.
In addition, the study investigates certain biodemographic variables such as first language, and an affective variable, attitudes toward writing, all of which were hypothesized to interact with the treatment. This study is a controlled experiment in which the treatment consisted of instruction in writing using a workshop format.
Two pre- and posttest measures-informal classroom conditions and formal test conditions writing tests-were used to ascertain writing growth. On each test overall scores were analysed as well as two sub scores, one for content and organization, and one for structure and mechanics.
In addition, a pre-instruction background survey was given to elicit information on seven biodemographic variables, and a post-instruction survey on attitudes toward writing was administered. For writing quality, only results obtained on the formal test-like measure were significant or near significant in favor of the treatment, the workshop approach.
Of the biodemographic variables, only length of time in an English-speaking environment could be interpreted because of a cell distribution problem: Regarding attitudes toward writing, the workshop group showed significantly more positive attitudes than the product group.
In addition, the content of responses to an open-ended question about writing revealed differences between the two conditions.
The workshop students' comments showed awareness of 1 writing as communication and 2 writing as a process requiring time for the development, revision, and editing of ideas and language. These findings indicate that this variety of workshop approach may offer a viable alternative to product-oriented instruction.
The formal test conditions measure suggests that the workshop may be of benefit in helping students improve their writing, particularly the content and organization aspects.
Results from the attitude survey imply that students in the writing workshop are receptive to this approach and that they exhibit more positive attitudes toward writing than do students in the product group. If attitude is indeed the key to improved motivation and performance, as many suggest, these results have important implications for the L2 classroom.What English Teachers Should Know about Teaching Academic Language; Updating the process approach: The Process Approach.
Most research in writing pedagogy today concludes that the most effective way to teach writing is through a process approach.
This approach assumes that a writer needs to be writing for authentic purposes in an . They experienced a close relationship between reading comprehension and academic writing skills: They had difficulty writing their reading logs when they had a shaky grasp of content.
They also felt that writing reading logs got them predisposed toward active or spirited oral discussion.
Information literacy instruction - Often embedded in specific courses, the process-based approach focuses on skills needed to become information literate School and Academic Libraries Since the late s, library instruction has been a part of school settings.
academic writing instruction into the structure of their psychology courses. • introduce process-based approaches to teaching writing, including the stages of prewriting, drafting and polishing a text; the use of Here you usually indicate how you will approach Overall position/ the topic, and provide a statement of the main.
The book is designed as a textbook for academic or research writing courses, and its step-by-step approach makes it usable by university undergraduates or senior secondary students, including those for whom English is a second or foreign language.
Get this from a library! Academic writing in English: a process-based approach. [Janene van Loon; et al].