Abstract
University writing teachers in EFL writing programs are likely familiar with multi-draft composing. The researcher argues that multi-draft composing as it is currently used within second language writing programs can be overwhelming for EFL student. In this study, He introduces the iterative multi-draft model, a revised and more manageable version of the traditional multi-draft model, in EFL context. In a traditional multi-draft model, students generally complete a composition as part of a stand-alone, fixed-form writing unit and then move on to an entirely new and often unrelated genre. The students in this model learn a writing process and practice it in three unique and apparently unrelated compositions. Students in the iterative model learn a process and repeat it three times in compositions that clearly build on one another. He applies this model on EAP students to help master essential writing skills in expository composition. A study of 108 compositions written by 36 students in three meetingswithin two weeks in EAP course at Institut Teknologi Sepuluh Nopember ITS Indonesia rated by 2 raters demonstrates that the new model can be effective in improving students’ composition. The iterative model through a series of repeated measure univariate ANOVA produces a statistical effect on writing scores in three writing sub skills (content, F(5.34) at Sig 0.01, organization, F(15. 59) at Sig 0.00, grammar, F(16.91) at Sig 0.00, and overall F(20.31) at Sig 0.00). Additionally, the students’ perceptions of the model on 5 Likert-scale questionnaire further indicate that they have positive perspectives on their experience in applying this model (Mean = 4.42). This result supports the need for EFL writing instructors to continue to develop materials that teach the skills of process writing, genre recognition, and reader awareness. It also suggests to the prospective writer to read and understand at least three models before starting to write.
Highlights
There is an ongoing need to create educational settings that address the cognitive, social, and emotional needs of students
To investigate the implementation of the iterative model repeated measure univariate ANOVA is run on each subskill of writing score as well as overall writing score
The present study shows that an iterative model of multi-draft writing geared toward the needs of English as a Foreign Language (EFL) writers results in improved writing in three areas: organization, content, and grammar over three meetings in two weeks
Summary
There is an ongoing need to create educational settings that address the cognitive, social, and emotional needs of students. The need for developmental writing instruction is widespread and affects most higher education institutions, there is a need for systematic research that provides reliable results about interventions in order to inform and guide educators' practice. Attention needs to be paid to the development of higher order reading, writing, and critical thinking skills required to tackle today's increasing literacy demands. One area required to attentively focus on is writing. Inspired by the process-based approach, which focuses on the four stages of writing: planning, drafting, revising, and editing (Campbell, 1998). One form of process-based writing is traditional multi-draft composing. It requires students to write successively improved
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
