Abstract
Different studies have stressed the importance of the prewriting stage in the writing process. Regarding the various difficulties students face in the prewriting stage, a lot of research has been conducted in order to question the usefulness of specific prewriting strategies. In this respect, the aim of the present paper is to examine the effectiveness of the use of leading question as a brainstorming strategy to generate relevant ideas. An experiment was used to test the effectiveness of the treatment on second year back students (k12) abilities to generate relevant ideas for subsequent writing task. The design of this experiment was a pre-test post-test. The participants were randomly assigned to control and experimental groups. Although the findings have shown that there has been an improvement in students’ ability to generate relevant ideas in the post test, the difference between the two groups was not statistically significant.
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