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To browse Academia. Ann Johns. Enrica Piccardo. Writing instruction and training for ESL students at tertiary schools in North America have focused on academic writing with an emphasis on the acquisition of appropriate register. While helping prepare students for the type of writing required for their courses, this can lead to the use of formulaic text structures and expressions, and to avoiding experimentation with the target language.
Furthermore, it may deprive students of space where they can express themselves on more personal levels, eventually making it hard for them to fully exploit the potential of writing to improve their language proficiency. Doris Correa. Rahma Fitriana. Using a case study approach, the current study interviewed two ESL writing students who come from Indonesia and went to Australian high schools.
The audio-recorded interviews were analyzed using thematic content analysis. Findings of the study show that writing in their first and additional languages as well as writing in English do not have significant differences, despite a few difficulties dealing with English grammar.
Dirk Siepmann. Not only must they deal with the obvious linguistic and technical issues such as syntax, vocabulary, and format, but they must also become familiar with Western notions of academic rhetoric. West or Western in this article refer primarily to North America.
