The teaching and learning of writing in English at post-secondary level : an evaluation

Abstract

This works presents an evaluation of the factors and reasons for which writing in English at post-secondary level is challenging and generates practical suggestions for implementation. This is a context-specific study, using Giovanni Curmi Higher Secondary School as a case study. Aspects pertaining to the learning, teaching, and testing of writing in English are examined, and teachers' and students' reactions are gauged. The literature is examined for the role of the teacher, writing processes and approaches, assessment of writing (the examination and coursework), exposure to language practice and to different writing categories, language difficulties and mixed ability classes, student motivation towards writing and demands of writing, cognition and thinking about writing. A questionnaire with students taking English at Advanced and Intermediate level and a semi-structured interview with ten teachers of English teaching at the above school provide the data to be evaluated in the context of these topics. The conclusions drawn from the research are that a standardised writing programme is called for, emphasising class writing in stages, encouragement of self-expression, less focus on exams, collaborative processes, and a detailed assessment procedure.