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Using Models in Writing Instruction

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  • Rebekha Abbuhl

Abstract

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.

Suggested Citation

  • Rebekha Abbuhl, 2011. "Using Models in Writing Instruction," SAGE Open, , vol. 1(3), pages 21582440114, October.
    • Handle: RePEc:sae:sagope:v:1:y:2011:i:3:p:2158244011426295
    DOI: 10.1177/2158244011426295
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    Cited by:

    1. Alastair M Kilpatrick & Audra Anjum & Lonnie Welch, 2020. "Ten simple rules for designing learning experiences that involve enhancing computational biology Wikipedia articles," PLOS Computational Biology, Public Library of Science, vol. 16(5), pages 1-12, May.
    2. Farzaneh Khodabandeh, 2016. "Comparing the Effects of Four Instructional Treatments on EFL Students’ Achievement in Writing Classified Ads," English Language Teaching, Canadian Center of Science and Education, vol. 9(3), pages 139-139, March.

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