1. Introduction
In the genre-based approach, models are important
because they function as a learning tool that
assists students to be familiar with genre specifics.
Despite the significance of modeling, little
research on L2 writing has investigated the
effectiveness of using models on students’ L2
writing (Charney & Carlson, 1995).
This mixed study examines instruction in academic
genres using varying quality model texts in a
university graduate-level writing class. The
researchers developed five design-based principles
to guide the use of model texts (1) student input in
the choice of models, (2) a variety of different
types of models, (3) a variety of noticing activities,
(4) peer and instructor feedback with modeling,
and (5) statements of general goals and specific
writing objectives. 12 international graduate
students from subtly different disciplines,
participated in this study.
Methodology
This study will use a mixed method design
(quantitative and qualitative methods).
A total of 12 international graduate
students (Saudi Arabia, Libya, Bangladesh,
Columbia and China) enrolled in TL 524
Academic Writing for Dissertations and
Publications course at a large university in
the northwest US
Eight participants are pursuing their
doctoral degrees at a large university in the
northwest US while seven are completing
their master`s. Participants are at
different stages of writing their
dissertations and theses
Acknowledgments
The authors wish to express their gratitude to Prof. Dr. Tom
Salsabury who was abundantly helpful and offered invaluable
assistance, support and guidance.
Research Questions
Quantitative component:
Can frequent and intentional use of various quality model texts in a writing course lead to improvement in
student writing?
Qualitative component:
How can components of academic writing (paragraph development and organization, paraphrasing and
citing and mechanics and style) in model texts be made salient to students?
Purpose of the study
The purpose of this mixed method study is to examine in a quantitative manner the effectiveness of using
different quality model texts mingled with genre awareness on international graduate students` academic
writing. The qualitative component aims at determining the perception of students` advisors in regard to
whether the students` academic writing has progressed after providing them with model texts accompanied
with genre awareness.
Delimitations
Generalizations of the study will be limited to international graduate learners in the USA who share similar
characteristics with the participants.
Limitations
The findings of this research might be limited to the problems that might arise from coding, which will be
done manually and the Chi-square test used in this study. In addition, the results of the study might only be
generalized to the population of the study. Different readers might interpret the qualitative data results
differently.
Findings
Results from the study of this genre-based writing course suggest that multiple and varied models of
academic text combined with the five design research principles is a powerful provision of student control
over course content
Conclusions
A key role of the instructor was to provide multiple
noticing activities during class. Students measured their
own progress (at the midterm and final) against their
own general writing goals and specific writing
objectives. Drawing students’ attention (noticing) to
features through different model-based activities
provides students a firm foundation in academic writing.
The information from this study will contribute to
understanding the implication of analyzing multiple
quality models and the effectiveness of genre awareness
in aiding international students to acquire the tools and
skills necessary to successfully write in a variety of
degrees.
Ibtesam Hussein and Yinka Popoola
University Of Idaho
Literature Cited
Charney D., Carlson R. (1995). Learning to write in a genre: What student
writers take from model texts. Research in the Teaching of English, 29,
88-125.
Donato, R. (2000). Sociocultural contributions to understanding the second and
foreign language classroom. In J. Lantolf (Ed.), Sociocultural theory
and second language learning. Oxford: Oxford University Press.
Park, H. (2011). Genre based instruction and the development of expository
writing in English. Proceedings from The 16th Conference of Pan-
Pacific Association of Applied Linguistics.
Vygotsky, L. (1978). Mind in Society: the development of higher psychological
processes.
Boston: Harvard University Press.
Thank you
Ibtesam Hussein ihussein@uidaho.edu
Yinka Popoola kayodepopoola@uidaho.edu
Implementing Design-based Principles Using Model Texts in Academic Genres