by Chiyo Hayashi (International Christian University)
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Keywords: academic writing, composition process, thesis development, essay organization, L2 writing pedagogy |
". . . the most formidable and crucial challenge [for EFL students] appears to be learning how to organize and develop their ideas in an academically persuasive manner . . ." |
[ p. 104 ]
Background[ p. 105 ]
Stage 1: Course introduction, clarification of goals, topics, and grading Stage 2: Peer review of sample papers Stage 3: Topic selection and adjustment of the topic range Stage 4: Research orientation in the library Stage 5: Formation of research questions, thesis statement, research proposal, and working title Stage 6: Formation of a working outline Stage 7: Drafting an introduction and revising it Stage 8: First draft and revision of the same Stage 9: Second draft with an abstract and a conclusion and revision Stage 10: Final paper |
[ p. 106 ]
Essay mapsUnedited Sample Student Essay Map |
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Writing an essay map can demonstrate the strengths and the possible weaknesses of an organizational plan. |
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My Audience: | [the teacher] and classmates | |
Working Title: | The Aftereffects of White Settlement in Australia: Unsolved Problems among Aborigines | |
My Purpose: | To show that Aborigines face social problems that are caused by white-settlement To persuade that education and reconciliation are the key to improve Aborigines' life standards | |
Introduction: | I explain that many people tend to think Australia is full of good aspects; however, there exists sad history in Australia, and the aftereffects of it still remains today. I will point out that Aborigines are suffering from social problems, and claim that there needs to be more attentions paid in order to overcome the problems. | |
Background Paragraph: | I will point out some of the problems that aborigines have, and show how serious it is by comparing data between aborigines and non-aborigines. I will also point out that these problems are caused by the policies of the government. In other words, the problems are caused by white-settlers. | |
Body Paragraphs: | (Suggestion 1) I will explain that education is important for both Aboriginal & non-Aboriginal children. For Aboriginal Children, more emphasis of education would help them to improve both economical and health problems. For non-Aboriginal children, learning about Aborigines would help them to gain more respect toward each culture. (Suggestion 2) I will propose that reconciliation (settlement of land-rights problem and apology problem) is very important for Aborigines to overcome the traumas and to achieve self-management. | |
Conclusion: | I summarize that it is too optimistic for all of us to think that every ethnic group lives happily and equally in Australia. People should recognize the serious problems that Aborigines are facing today. The history of colonialism is not over, it is still happening because the problems that Aborigines have, are the effects of colonialism. To achieve real "multi-culture" Australia, education and reconciliation are necessary. |
[ p. 107 ]
Audience analysisPeer Editing #1: | Research proposal | (Stage 5) |
Peer Editing #2: | Outline, essay map | (Stage 6) |
Peer Editing #3: | Introduction | (Stage 7) |
Peer Editing #4: | First draft | (Stage 8) |
[ p. 108 ]
Sample Peer Editing Worksheet: |
[ p. 109 ]
Development Patterns for Academic Essays |
General Organizational Pattern |
I. Introduction that ends with a thesis statement |
The Explaining Essay (Explain what, how, why) |
Sample Topic: Should cloning of human genes be prohibited by law?I. Answer the question what by defining cloning, or by listing and defining the ethical questions. |
The Arguing Essay |
Sample Topic: Should we focus on the development of solar energy systems?I. Introduction: explanation of energy problems |
The Problem-Solution Essay |
Sample Topic: Due to lack of writing instructions in tertiary schools,
Japanese students are poor at writing English essays.I. Introduction |
[ p. 110 ]
Introductions, conclusions, and abstractsOrganizing ideas for the introduction, conclusion, abstract |
Introduction |
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Conclusion |
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Abstract |
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Table 1. Student feedback on writing course themes. N=14 | |||
Activity | Very Useful | Useful | Not So Useful |
Essay Maps | 4 | 10 | 0 |
Audience Analysis | 6 | 7 | 1 |
Peer Editing | 9 | 5 | 0 |
Essay Development Patterns | 6 | 6 | 2 |
How to write introductions | 10 | 4 | 0 |
How to write conclusions | 2 | 11 | 0 |
How to write abstracts | 4 | 10 | 0 |
[ p. 111 ]
"Students need to be provided with multiple opportunities to develop and organize their ideas through tasks which enable them to express their ideas in a systematic and organized way." |
[ p. 112 ]
Gilfert, S. et al. (1999, April). Let's write in English: Teacher, we never learned that. The Internet TESL Journal 5 (4) Online. Retrieved July 20, 2004, from http://iteslj.org/Articles/Gilfert-LetsWrite.html.