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Teaching Reading-writing Connection to High School EFL Writers
Liu, Yi Chun
|Issue Date:||2020-08-03 18:32:40 (UTC+8)|
Due to the paucity of related research in teaching reading-writing connection (RWC) to EFL high school writers, this research investigates how RWC pedagogy affected Taiwanese novice writers’ rhetorical strategies and writing outcomes. Two classes of twelfth-graders were divided into experimental group and control group. The pedagogy lasted for 15 weeks. Pretest, in the form of picture-based narrative, was administered in the first week. After that, experimental group received extra RWC activities including modeling, writerly reading, and mining. Students in the experimental group not only learned basic writing principles, knowing “how” to manage pattern and word usage, but also read in writers’ shoes, considered their readers and the writing purpose, thinking “why” writers used certain rhetorical strategies and what effects they had achieved. On the other hand, students in the control group received the traditional grammar translation teaching, without thinking the reasons behind the rhetorical strategies. The first writing posttest, also in the form of picture-based narrative, was administered in the eighth week. The hypothesis was that students of experimental group considered their readers to be professional graders, and they used more sophisticated patterns and words. The second writing posttest was administered in the last week; students were asked to write a letter to people close to them to explain and clarify a misunderstanding to earn their forgiveness. The hypothesis was that students of experimental group considered their reader and used more colloquial phrases and simpler patterns. The results corresponded to the hypotheses: Analysis of writing outcomes revealed that students of experimental group were significantly better than those of control group, suggesting that RWC could better benefit students’ writing. Analysis of rhetorical strategy suggested that students of the experimental group had better sense of audience awareness. They could adjust their rhetorical strategies based on different readers. They also applied more rhetorical strategies to reach effective communication. Students’ questionnaires revealed that most of them agreed that RWC pedagogy enhanced their writing and that reading and writing should be taught together. However, they also reported that more practice and more interesting topic for reading were needed. This research also provides pedagogical implication and suggestion for English writing.
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