Connecting Reading &amp; Writing in Second Language Writing Instruction

Hirvela, Alan

doi:10.3998/mpub.23736

Cited by 155 publications

(164 citation statements)

References 17 publications

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“…In fact, an analysis of the notes taken in the comparison stage shows that, with the exception of a few occasions on which the focus of attention was on the meaning of individual words, the models were often "mined" (see the literature on integrated writing tasks, e.g., Hirvela, 2004;Plakans, 2009) to single out the ideas and expressions that suited the students' purposes. As shown in the examples cited in the previous section, the chunks selected were often beyond the word level, ranged from phrases to sentences and were generally justified by the students on the grounds of simple intuitions or a sense of what might be suitable for their own texts ("me gusta", "cambiaríamos", etc.).…”

Section: From Noticing To Subsequent Revisionsmentioning

confidence: 99%

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Esteban¹,

Larios²

2010

ijes

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The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested. KEYWORDS:noticing, written feedback, composing, second language writing, models, collaborative writing, second language acquisition. RESUMEN EN ESPAÑOLEl objetivo de este estudio es investigar la relación entre atención, escritura y feedback durante la redacción individual y colaborativa de textos en inglés como lengua extranjera. Los participantes eran alumnos españoles de enseñanza secundaria con nivel de competencia intermedio-bajo que completaron una tarea de redacción en tres etapas: escritura de una narración a partir de unos dibujos (Etapa 1), comparación de los textos escritos con dos modelos escritos por hablantes nativos (etapa 2) y revisión posterior de los textos originales (etapa 3). Los resultados indican que los estudiantes repararon en errores principalmente de tipo léxico durante la escritura de la narración, pero que sólo pudieron encontrar unas pocas soluciones a esos problemas en los modelos proporcionados. Sin embargo, la comparación con los modelos les permitió, especialmente a los que trabajaban en colaboración, percatarse de un amplio número de elementos relacionados con el contenido de los dibujos y los medios lingüísticos utilizados para expresar tales contenidos, así como incorporar un número razonable de estos elementos en las revisiones posteriores. De acuerdo con estos resultados, se sugieren diversas implicaciones para la docencia y la investigación. PALABRAS CLAVEAtención, corrección de trabajos escritos, composición por escrito, redacción en segundas lenguas, modelos, redacción colaborativa, adquisición de segundas lenguas

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Section: From Noticing To Subsequent Revisionsmentioning

confidence: 99%

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Esteban¹,

Larios²

2010

ijes

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“…Business students must be able to write business plan summaries besides being able to read them. According to Hirvela (2004), summarizing is widly used to select the most important knowledge or information allocated in a text, to prepare students for exams and for a larger writing assignment. The term summary has been defined differently by different researchers.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

Ashrafzadeh

Nimehchisalem

2015

JLTR

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Abstract-The ability to summarize and paraphrase written pieces is one of the essential skills tertiary level students need in order to succeed in their academic endeavor. It involves the process of decoding a text, and then re-encoding it by making changes to the structure and vocabulary of the original text while maintaining its content. The present study analyzes a group of tertiary level students' written samples to diagnose their main areas of difficulty in writing business report summaries. For this purpose, a sample of 69 samples was collected from an intact group of learners. Two raters used an analytic writing scale to score the samples individually. Based on the results, majority of the students (about 70%) achieved 'excellent to very good' scores for the 'content' of their written samples. However, regarding the 'organization' and 'vocabulary' of their written pieces, respectively 75% and 97% of these students scored 'Fair to poor'. 'Good to average' results were achieved for a majority of the students' 'language use' and 'mechanics' skills. The findings of the present study accentuate the urgent need for remedy courses to help these students improve their organization and vocabulary skills in ESL writing. Further research is necessary to diagnose the learners' difficulty areas in other genres of writing such as argumentative and narrative modes.Index Terms-summary writing, vocabulary knowledge, English as a second language writing, paraphrase, writing problems

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“…The information acquired through reading contains not only print-encoded messages but also clues about how the grammatical, lexical, semantic, pragmatic, and rhetorical constitutes combine to make the message meaningful (Ferris & Hedgcock, 2005, p. 31). Reading supports writing through 'meaningful input' (Hirvela, 2004), which refers to not only facts but specific components that constitute writing, but also the way writers think through the problems they are addressing (Bolch & Chi, 1995). According to Hirvela (2004), reading and writing abilities share various constructs such as rhetorical structure, linguistic features of writing, lexical and stylistic characteristics of writing (p. 115).…”

Section: Teaching Writing Based On Readingmentioning

confidence: 99%

“…Reading supports writing through 'meaningful input' (Hirvela, 2004), which refers to not only facts but specific components that constitute writing, but also the way writers think through the problems they are addressing (Bolch & Chi, 1995). According to Hirvela (2004), reading and writing abilities share various constructs such as rhetorical structure, linguistic features of writing, lexical and stylistic characteristics of writing (p. 115). Tierney and Shanahan's study (1991) suggests that there is 25% to 50% overlap between reading and writing abilities.…”

Section: Teaching Writing Based On Readingmentioning

confidence: 99%

College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective

Ren¹

2017

ELT

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College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the "output-driven, input-enabled" hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners' psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.

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Connecting Reading & Writing in Second Language Writing Instruction

Cited by 155 publications

References 17 publications

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Vocabulary Knowledge: Malaysian Tertiary Level Learners' Major Problem in Summary Writing

College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective

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