CoChat
Sign Up
Cited by 712EFL/ESL Teaching and LearningWriting and Handwriting EducationSecond Language Acquisition and Learning

The DOI matches its Crossref record; 31 of the 31 references it cites were found in a registry or an index.

The Composing Processes of Advanced ESL Students: Six Case Studies

Zamel, Vivian·1983·TESOL Quarterly
DOI 10.2307/3586647
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.2307/3586647

Cites

31 of 31 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Flagged first, then by citations

Show all 31 references

Cited by

Sorted by citations

See all 712

Related

Metadata

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)
DOI
10.2307/3586647
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 ›

Are you an author, or do you see a problem with this page? Request a review