A Reflective Overview of a Process Approach to Writing in Generation 1.5 ESL Classrooms: Instructors' and Students' Perspectives

A Reflective Overview of a Process Approach to Writing in Generation 1.5 ESL Classrooms: Instructors' and Students' Perspectives

Semire Dikli, Justin Jernigan, Susan Bleyle
Copyright: © 2015 |Pages: 24
DOI: 10.4018/978-1-4666-6619-1.ch005
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Abstract

Today, process writing is an integral part of writing classes. Writing teachers provide students with plenty of opportunities to draft and revise their essays. This chapter aims to explore a process approach to writing in ESL classrooms by providing a brief literature review and insights regarding the implementation of process writing at two levels of pre-college ESL classes in an English for Academic Purposes (EAP) program at a four year-college. This chapter is unusual as the student body discussed in it is made up predominantly of generation 1.5 students, a unique sub-group among ESL populations in the U.S. The authors share various documents that facilitate the revision process for students. They also draw on open-ended survey results regarding students' perceptions of the method described. Overall, the chapter represents an important contribution to the field, as the authors provide a reflective look at the application of process writing in their classrooms.
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Introduction

For composition instructors who work with Generation 1.51 learners of English in academic settings, such as colleges and universities, the ability of their students to develop proficiency in academic English reading and writing is a paramount concern. For at least the past several decades, there has been recognition that instructors play an important role in helping learners focus on the process of writing, as opposed to emphasizing solely the final product of the writing process (Lee & Schallert, 2008). This so-called process approach to writing undergirds the approach to writing instruction in the English for Academic Purposes (EAP) program described in this reflective overview. We begin with a background review of the concept of writing as process and then move to discuss different forms of feedback before presenting our reflective process in the context of the EAP program.

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