Year: 1985
Type: article
Abstract: This thesis presents a rationale and outline for the curriculum of a writing course for international students who require pre-freshman remedial writing programs such as those found at many American universities. The curriculum rationale is based on the research on skilled and unskilled native and nonnative student writers. The strategies and behaviors characteristic of skilled and unskilled native and nonnative writers are isolated and presented in a series of eleven tables corresponding to different phases of the writing process, i.e., prewriting, composing, revision, and post-writing. Based on a synthesis of the research, a curriculum is proposed in order to help inexperienced ESL writers learn to control and direct their writing process. A list of aims and objectives are drawn up to serve as the curriculum base, appropriate roles for students and teachers are recommended, a process-oriented pedagogy is discussed, and suggestions for the role and design of materials are made. The Appendices detail a comprehensive list of tasks, activities and procedures as well as present prototype materials. These are to be used by teachers to help students move towards achieving the aims, understandings, and objectives, which in turn, facilitate greater control and direction of the writing process. Suggestions for further case study and experimental research are also made.
Author: Ronald E. Lapp
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2605511808