The Composing Processes of Advanced ESL Students: Six Case Studies
Abstract
The most recent research in composition has given us important insights into the composing process. This research has revealed that composing is a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning. A study of the composing processes of advanced ESL students was undertaken to investigate the extent to which these students experience writing as a process of discovering and creating meaning and the extent to which second language factors affect this process. The findings indicate that skilled ESL writers explore and clarify ideas and attend to language-related concerns primarily after their ideas have been delineated. Since it is believed that the teaching of composition should be informed by and based upon what writing actually entails, an understanding of the composing process calls into question approaches that are prescriptive, formulaic, and overly concerned with correctness. Instead, it suggests the importance of instruction that gives students direct experiences with the composing process, that establishes a dynamic teaching/learning relationship between writers and their readers, and that enhances further linguistic development in the context of making and communicating meaning.
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Lack of second language learners' writing and revision strategies are rooted partly in writing teachers who focus mainly on the form of the writing and overlook the real ideas and meaning interacted through the text.
“Zamel (1983) and Cohen (1987) found that lack of second language learners' writing and revision strategies are rooted partly in writing teachers who focus mainly on the form of the writing and overlook the real ideas and meaning interacted through the text.”
From A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing (2020) · cites this paper as Zamel, 1983
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- Authors
- Zamel, V.
- Affiliations
- University of Massachusetts Boston (US)
- Corresponding author
- Zamel, Vivian
- Venue
- TESOL Quarterly
- Publisher
- JSTOR
- Published
- 1983-06
- Volume
- 17
- Issue
- 2
- Pages
- 165
- ISSN
- 0039-8322 (ISSN-L)
- OpenAlex
- W2019540202
- Cited by
- 712
- References
- 31
- Citations by year
- 2026: 8 · 2025: 16 · 2024: 14 · 2023: 17 · 2022: 23 · 2021: 18 · 2020: 19 · 2019: 22 · 2018: 22 · 2017: 23 · 2016: 28 · 2015: 34 · 2014: 27 · 2013: 37 · 2012: 47
- FWCI
- 99.18
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- TESOL Quarterly (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- writing process, second language writing, meaning-making, idea exploration, composition instruction, author-reader relationship, language development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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