Date of Graduation
1994
Document Type
Thesis
Abstract
This research was an attempt to investigate the composing processes of unskilled ESL writers in fulfilling classroom tasks through a case study approach. Six subjects (two Arabic speakers, two Japanese speakers and two Spanish speakers) were chosen from a Level One class in the Summer Session II of the Intensive English Program in West Virginia University. The purpose of the study was to describe the composing processes of these unskilled ESL writers, the role of L1, the role of transfer of L1 composing strategies into L2 composing, and the implications and suggestions for ESL composing pedagogy. Data collection methods included classroom observation, structured and open-ended interviews, questionnaire responses and written product analysis. The researcher found that when the complex composing process was divided into four distinct stages and the subjects had several chances to write on the same topic, it made composing easier and the subjects wrote better. Although the whole process was divided into four stages, the recursiveness and the interplay of each stage were conspicuous throughout the research. The six subjects differed in degree of reliance on their L1 in L2 composing, nevertheless, it seemed that these unskilled ESL writers had to use their L1 in L2 composing for both content and vocabulary concern. Many writing strategies they learned in L1 did transfer to L2 composing. However, there were evidences of both positive and negative transfer in their written products. The researcher concluded that composing was a creative, dynamic and meaning discovering cognitive process. Roen's theory of avoiding "cognitive overload" in composing proved to be both insightful and practical. It helped the unskilled ESL writers to build up their confidence and made the anxiety-filled experience more enjoyable. L1 and L1 writing strategies helps rather than hinders L2 composing process. Nevertheless, knowledge of contractive rhetoric should be taught to help ESL students to adjust their own culture to the expectations and conventions of the target culture.
Recommended Citation
Zhou, Huimin, "The composing processes of unskilled ESL student writers: Six case studies." (1994). Graduate Theses, Dissertations, and Problem Reports. 10114.
https://researchrepository.wvu.edu/etd/10114