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Language Education

Controversies, Observations and Proposals


Edited By Danuta Stanulewicz, Karolina Janczukowicz and Małgorzata Rocławska-Daniluk

This collection of papers explores various issues in English language teaching in Poland, mainly at the secondary and tertiary levels. The topics include Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and e-learning. The contributions also deal with teaching public speaking, pronunciation and writing. The contributors explore language education from the perspective of cognitive linguistics and propose solutions concerning English for Specific Purposes (Technical Writing in English and Maritime English) as well. The book also investigates teaching not only languages but also, inter alia, geography and linguistics, concentrating on the use of metaphors, prototypes and cognitive models.

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Implementing a process-writing approach in a Polish academic setting: An examination of processes and learning outcomes (Krzysztof Karaś)


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Implementing a process-writing approach in a Polish academic setting: An examination of processes and learning outcomes

Krzysztof Karaś

University of Gdańsk

Abstract: The case study presented in this chapter is that of a complete writing cycle of a single L2 student studying at a Polish university, in its broader instructional context. The chapter examines how far a process-writing approach, as a learner-centered alternative to the traditional product-writing mode of instruction, is beneficial to students in their development of writing skills at advanced levels of proficiency, and what modifications need to be introduced to it to make it compatible with the general requirements of academic discourse. Contextualization of topics under discussion, use of interactive, communicative tasks prior to and in the course of composing, and the adoption of a tight editing framework are argued to have the cumulative effect of engaging the learner in the writing process and in ensuring that the final outcome is academically acceptable.

Keywords: discourse, process- and product-writing approaches, writing process, (writing) product, teacher feedback

1. Context

Traditionally, in the teaching of writing in the world of academia, the teacher’s task was to present models of texts and the students’ role to examine, to absorb, and finally to master them in order to operate successfully in a study environment where essay writing is considered one of the most essential skills and a means to achieving other study objectives. The study and...

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