Teaching Academic Writing

English for second language writing has developed greatly, from product oriented approach to process oriented approach. This implies that the focus of L2 writing has shifted from the final product of writing to the process of writing. Because of its own rules and conventions, writing skill is considered difficult to learn in a short period of time. Although it is a difficult skill, writing is essential for second language learners' academic success. Second language researchers are still trying to find satisfactory answers to the how and why of the teaching of writing process to second language learners. More studies are needed to shed light on second language writing process area. This paper discusses briefly the writing process and the writing strategies employed by a few EFL proficient student writers in writing. It is found that the writing process stages employed in this study were prewriting, planning, drafting, pausing and reading, revising and editing which occurred non-linear and recursive. The writing strategies identified in the writing process stages were relating the topic to past knowledge and experience, taking the readers into consideration, talk-write, freewriting, outlining, listing, seeking help, using online materials, focusing on the mechanics of writing, and text organization. However, what works successfully for some students may not work well for others, and what functions well for one assignment may not be compatible for another.

Journal of English Studies in Arabia Felix, 2022

staff.guilan.ac.ir

2013

According to Green (2013), successful writing is a result of careful planning. Successful writers are capable of using effective writing strategies and transferring these strategies to write academic texts in their content areas. Skills in academic writing is used way beyond the ESL writing classrooms. Students from institutions of higher learning use academic writing to submit assignments. The knowledge (or lack of) academic writing strategies will facilitate (or hinder) their assignment writing. This study looks into the writing process of Diploma Engineering students. Using the Flower and Hayes writing process model (1981) as the basis of study, this quantitative study. describes the strategies ESL writers use when they write their written assignments. Results of this study will have useful implications towards the teaching of academic writing in the future.

2021

This paper briefly reviews the literature on writing skill in second language. It commences with a discussion on the importance of writing and its special characteristics. Then, it gives a brief account of the reasons for the weakness of students' writing skill as well as addressing some of the most important topics in L2 writing studies ranging from disciplinary to interdisciplinary to metadisciplinary field of inquiry. In addition, it presents a historical sketch of L2 writing studies, consisting of approaches to teaching writing including behavioristic and contrastive rhetoric as well as discussing approaches to the study of writing including product-oriented, process-oriented, and post-process ones. It also introduces different types of feedback in writing consisting of peer feedback, conferences as feedback, teachers' comments as feedback, and self-monitoring. Finally, it deals with holistic vs. analytic dichotomy in administration of writing assessment.