Abstract
Out of the four major skills, writing has become mandatory for academic success at secondary and tertiary levels. Writing has been taught for many years as a product rather than process during the students' formative years. In fact, there are many writing activities prescribed at the secondary level. However, most of the writing activities are neglected in the pretext of paucity of time or due to lack of interest among some teachers who consider evaluating the written assignments and giving feedback as laborious and peripheral tasks. As teachers of writing we are prone to expose our students to the rules of writing and grammar without developing their ability to express their ideas. Having identified the challenges faced by engineering students during writing tasks, the present study used the ‘multiple draft strategy’ with relevant feedback as an experimental method to explore its significance in developing the writing skills of the students at the tertiary level.
Highlights
It is a common experience of most of our ESL teachers that whenever we correct the writing tasks of our students and give them feedback, it is either mostly unheeded or misinterpreted by the students
We should investigate the component skills to be practiced while improving the writing skills
The researcher, who is a faculty member there, experimented with multiple draft technique with relevant feedback while teaching a credited course titled “Professional Communication in English” to a class of 60 B.Tech. students. Since it was a course comprising all four major language skills, only two classes could be devoted towards teaching writing skills
Summary
It is a common experience of most of our ESL teachers that whenever we correct the writing tasks of our students and give them feedback, it is either mostly unheeded or misinterpreted by the students. At the tertiary level our students are expected to write to fulfill functional purposes such as writing technical reports, resumes, applications for seeking jobs, covering letters etc., I find most of my students’ written communication has many errors, both at the meaning level and in sentence constructions. Most of their expression of ideas is poor in spite of their fourteen years of previous exposure to learning English. It would focus on the issue as to how the students approach the writing process, view feedback and make revisions to their writing assignments
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