This qualitative discourse study examines the situated writing processes as realized through instructional procedures in three English-as-a-second-language (ESL) writing courses and through teacher-student interaction during these instructional procedures. The writing process is a recursive, dynamic, and exploratory process in which writers search for their ideas, evaluate them, and develop their arguments. This writing process in a classroom context can be interpreted as a teacher's approach that supports students in generating ideas, comprehending the rhetorical context, developing content, and finally producing a quality piece of writing. To examine this writing process, the primary database of this study consists of observation notes and transcripts of classroom interactions that disclose the teaching and learning details for three-week or four-week instructional periods in three ESL writing courses. The other data from interviews, teaching materials, and the writing program's website supplement the primary data for triangulation.For example, implying that the sample introduction is drawing the readersa#39; attention, he prioritizes aquot;clearaquot; description relevant to the topic ... another student points out that the concluding paragraph discloses no summary of the main points of the essay, but it contains the ... Finally, he acknowledges the students who struggle with concluding a paper and discusses one example that students can emulate.
|Title||:||Interactional Structure in the Writing Process: A Comparison of Three ESL Writing Classes|
|Publisher||:||ProQuest - 2008|