Procedural Rhetoric: An Alternative to Traditional Academic Writing Programs

Abstract

A host of movements have been performed to broaden English language learners’ writing scholarship. A major rethink of L2 writing materials is what syllabus designers should pursue in some collegiate contexts; all the more so because writing is considered as a scholarly skill for English language learners to do academic assignments and manifest their academic attainments in different academic areas. Having this in mind, the present study explored the implications of new English writing course syllabuses designed based on procedural rhetoric, which made English majors significantly outperform conventional syllabuses users in terms of content, vocabulary, and language use. The achieved results ensured that university writing courses can bring about more accomplishments when a multi-faceted program aligned with contemporary concerns of academic writing is adopted.