The Use and Abuse of Models in the ESL Writing Class

Abstract

Traditionally it has been assumed that a sure way to learn to write well, whether in your first language or another, is to imitate the style of those generally regarded as successful writers. Recent emphasis in SLA theory on the crucial importance of input may even be seen as reinforcing this assumption. And yet the basic challenge remains: How can the teacher best use an alien product to strengthen the original process of student composition? This paper attempts to answer that question by exploring: 1) the validity of the claims made for the usefulness of models in the teaching of ESL writing, 2) the range, goals and effectiveness of model-based exercises and writing-tasks found in ESL texts, 3) the advantages of a process-oriented approach to writing based on the integration of mutually enriching reading and writing activities.