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Targeting L2 writing proficiencies: instruction and areas of change in students' writing over time

Archibald, Alasdair (2001) Targeting L2 writing proficiencies: instruction and areas of change in students' writing over time International Journal of English Studies, 1, (1), pp. 153-174.

Record type: Article

Abstract

Writing in a second language is a complex activity requiring proficiency in a number of different areas. Writing programmes often focus on particular areas of skill and knowledge that are seen as important to the overall process. This study looks at the effects of the focus of teaching on student writing. Fifty students on an eight-week pre-sessional programme were asked to write a 250-word assignment at the start and the end of their courses. These were graded on a nine-band scale using a seven-trait multiple-trait scoring system. The results show that discourse organisation and argumentation, which were the primary focus of classroom study, improved more than other areas. This suggests that tutors should look at writing proficiency in terms of an overall balance of proficiencies and that targeting aspects of student writing can affect this overall balance.

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More information

Published date: 2001
Keywords: l2 writing, writing instruction, english for academic purposes, writing assessment, multiple-trait scoring

Identifiers

Local EPrints ID: 12303
URI: http://eprints.soton.ac.uk/id/eprint/12303
ISSN: 1578-7044
PURE UUID: 5125f4b8-ef7e-4c18-8f2d-b4d26353f606

Catalogue record

Date deposited: 18 Oct 2005
Last modified: 17 Jul 2017 17:03

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