Guide reading with targeted questions that direct attention to grammatical, lexical and structural features needed for the writing task¶

Strategy · All strategies
Evidence · no claims cited

Description¶

After clarifying the writing task, the teacher presents a model text and “put forward some questions to guide students’ reading so that they could get a clue how to organize their ideas”. The questions draw attention to specific constituents: the sentence structure “my experience with…began in… when…”, concrete descriptive words like “kind”, “patient”, “positive”, the “topic sentence+ supporting details + conclusion” model, and cause-and-effect paragraph writing. Students then reuse these elements in their own writing.

Design Implications¶

Context¶

Requirements¶

• Teachers must select input materials that contribute to the writing tasks and design writing tasks according to themes so students accumulate adequate knowledge on certain themes

Constraints¶

Target Learners¶

• non-English-major college students learning academic writing in reading classes

Target Learning Goals¶

• organizing ideas in English compositions; using concrete descriptive language; paragraph structure

Affordances¶

• Output Driven Input Enabled Hypothesis

Related Strategies¶

• Teach Writing Based On Reading
• Three-stage writing task: write with problem notes, compare to a model paragraph, then rewrite

Examples¶

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Key Sources¶

• Junhong Ren. (2017). College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective. English Language Teaching, 10(7). https://doi.org/10.5539/elt.v10n7p150