A SYNTHESIZED TEACHING WRITING APPROACH: THE ONLINE SCAFFOLDING MODEL
Keywords:
Teaching writing, Online scaffolding, Teaching writing approach, Autonomous learning, Improving student’s writingAbstract
This paper presents a practical Online Scaffolding Model for ESL writing for further experiment to determine whether the model is capable of helping ESL student writers to write independently and to improve the quality of their essays in the ESL writing classroom. Traditional teaching writing approaches have their own weakness and strength; using them separately may not be fully effective. Therefore, this proposed Online Scaffolding Model incorporates the insights of the three main approaches- product, process and genre-oriented – with several key aims. First, the model sets out to give learners the experience of completing an authentic extended writing task by incorporating the writing process which involves prewriting, drafting, feedback and revising independently. Second, the model applies the concept of scaffolding to provide learners with the supports they need to assist them in the process of writing. Furthermore, it encourages learners to make use of the Internet to interrogate information and ideas while conducting research online. More importantly, in terms of language goals, the model provides learners with the supports they need, additional to the use of online dictionary and thesaurus, by introducing and training them in methods to query online corpora while providing feedback on their work by the instructor.
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