EVALUATION OF CURRENT WRITING INSTRUCTION PRACTICES - A PROPOSAL OF AN ALTERNATIVE WRITING LESSON

Evangelia Giovanoglou

Abstract


Writing is a crucial yet complex skill in second language (L2) acquisition, often thought to be more challenging than reading. This article evaluates the writing instruction practices in a typical English course book, widely used in a monolingual Greek classroom, examining whether its tasks encourage independent L2 writers. Current practices emphasize guided composition and structural accuracy, limiting students’ autonomy and engagement with writing as a communicative process. The article explores current theoretical approaches to writing instruction, including text-based, writer-based, and reader-based methodologies. It claims that a writer-based approach, which prioritizes personal expression and contextualization, better equips learners to develop writing proficiency. An alternative writing lesson is proposed, incorporating pre-, while-, and post-writing activities to enhance creativity, reduce cognitive load, and promote process-oriented writing. This lesson encourages independent idea generation, peer feedback, and revision, shifting away from rigid, form-focused exercises. The evaluation of the lesson highlights students' increased engagement and confidence in writing when exposed to a process-driven approach. Peer collaboration and drafting facilitated the students’ development as autonomous writers. Ultimately, the study underscores the importance of balancing structure with creative freedom to foster meaningful L2 writing instruction.

 

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Keywords


teaching writing, theoretical approaches to writing, pre-/while-/post- activities, peer feedback

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i4.5902

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