Page 24 - English - Teaching Academic Esl Writing

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CHAPTER 1
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references to sources of knowledge and information
assumptions about the reader's knowledge and expectations (e.g., references to assumed common knowledge and familiarity with certain classical works)
the role of audience in discourse and text production, as well as the appraisal of the expected discourse and text complexity (e.g., reader vs. writer responsible text)
discourse and text cohesion
employment of linguistic and rhetorical features of formalwritten text (e.g., fewer/less complex sentences, descriptive adjectives, passivization, nominalization, lexical variety, and more conjunc- tions, conversational amplifiers and emphatics, simple nouns and
verbs) (Bickner & Peyasantiwong, 1988; Byrd & Nelson, 1995; Carlson, 1988; Connor, 1996; Connor & Carrell, 1993; Connor & Kaplan, 1987; Davidson, 1991; Friedlander, 1990; Grabe & Kaplan, 1989, 1996; Hamp-Lyons, 1990, 199la, 1991b; Hinds, 1983, 1987, 1990; Hinkel, 1994, 1995a, 1995b, 1997b, 1999a; Hyland, 1999, 2002a; Hyland & Milton, 1997; Hvitfeld, 1992; Indrasuta, 1988; Johnstone, 1989; Kachru, 1999; Kaplan 1983, 1987, 1988, 2000; Kroll, 1990; Leki, 1995; Matalene, 1985; Silva, 1990, 1993, 1997).
In addition to numerous studies of the L1 and L2 writing product, other studies have identified fundamental and substantial differences between approaches to writing and writing processes in L1 and L2 (Jones, 1985;
Jourdenais, 2001; Widdowson, 1983). For instance, Raimes (1994) reported that although writingability in an L1 iscloselylinked to fluency and conven- tions of expository discourse, L2 writing requires a developed L2 profi- ciency, as well as writing skills that pertain to the knowledge of discourse conventions and organizing the information flow. Similarly, Gumming's (1994) empirical study pointed out that L2 proficiency and expertise in writing are in fact two "psychologically" different skills; as individuals gain L2 proficiency, "they become better able to perform in writing in their sec- ond language, producing more effective texts" (p. 201),and attend to larger aspects of their writing production. He further underscored that L2 profi- ciency adds to and enhances L2 writing expertise.
An extensive study by Warden (2000) found that "implementing a multi- ple-stage process" of draft revising in writing pedagogy represents a mis- match with the reality of "social, cultural, and historical trends" (p. 607) in non-Western countries, where the emphasis is placed on vocabulary and grammar accuracy rather than revising one's writing for meaning and con- tent. In his study, over 100 Taiwanese students revised multiple drafts, showing that redrafting essays results in generally unproductive writing strategies, such as correcting incremental phrase-level errors. Warden also
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