Using Models in Writing Instruction
Models are commonly employed in both first (L1) and second language (L2) writing classrooms; however, questions remain concerning the role of this inductive technique in students’ genre learning. The study reported here examines the effect of two instructional techniques (models and models combined...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2011-10-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244011426295 |
| _version_ | 1828399540247461888 |
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| author | Rebekha Abbuhl |
| author_facet | Rebekha Abbuhl |
| author_sort | Rebekha Abbuhl |
| collection | DOAJ |
| description | Models are commonly employed in both first (L1) and second language (L2) writing classrooms; however, questions remain concerning the role of this inductive technique in students’ genre learning. The study reported here examines the effect of two instructional techniques (models and models combined with explicit instruction) on the ability of three groups of writers (native speakers of English, higher proficiency nonnative speakers, and lower proficiency nonnative speakers) to produce a specially constructed essay type. Using a controlled/posttest design with stimulated recall data, the study found that those students receiving models were outperformed on Essay 1, Essay 2 (1 week later), and a Quiz (1 month later) by those students who received models in combination with explicit instruction. Implications for L2 writing instruction are discussed. |
| first_indexed | 2024-12-10T09:18:56Z |
| format | Article |
| id | doaj.art-b74b0a63480841198fe8c619e3316d0a |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-10T09:18:56Z |
| publishDate | 2011-10-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-b74b0a63480841198fe8c619e3316d0a2022-12-22T01:54:45ZengSAGE PublishingSAGE Open2158-24402011-10-01110.1177/215824401142629510.1177_2158244011426295Using Models in Writing InstructionRebekha Abbuhl0California State University, Long Beach, USAModels are commonly employed in both first (L1) and second language (L2) writing classrooms; however, questions remain concerning the role of this inductive technique in students’ genre learning. The study reported here examines the effect of two instructional techniques (models and models combined with explicit instruction) on the ability of three groups of writers (native speakers of English, higher proficiency nonnative speakers, and lower proficiency nonnative speakers) to produce a specially constructed essay type. Using a controlled/posttest design with stimulated recall data, the study found that those students receiving models were outperformed on Essay 1, Essay 2 (1 week later), and a Quiz (1 month later) by those students who received models in combination with explicit instruction. Implications for L2 writing instruction are discussed.https://doi.org/10.1177/2158244011426295 |
| spellingShingle | Rebekha Abbuhl Using Models in Writing Instruction SAGE Open |
| title | Using Models in Writing Instruction |
| title_full | Using Models in Writing Instruction |
| title_fullStr | Using Models in Writing Instruction |
| title_full_unstemmed | Using Models in Writing Instruction |
| title_short | Using Models in Writing Instruction |
| title_sort | using models in writing instruction |
| url | https://doi.org/10.1177/2158244011426295 |
| work_keys_str_mv | AT rebekhaabbuhl usingmodelsinwritinginstruction |