Composing strategies of successful and less successful ESL essay writers : a comparison

Abstract

Research and practical experience have shown that grammatical competence and adequate vocabulary do not necessarily ensure that pupils become successful ESL writers. This raises the question whether successful ESL writers use different and/or more effective composing strategies compared to those used by less successful writers. The aim of this study was to research this quistion. Once the literature on those strategies that are recommended within the Process Approach for improving writing had been surveyed, a questionnaire was compiled for the purpose of investigating the use of these strategies by successful and less successful ESL writers. The subjects selected comprised two groups of five grade 11 pupils - a group of successful ESL writers who regularly achieved B symbols for written work assignments and a group of less successful ESL writers who, as a rule, achieved E symbols for written work assignments. The subjects were required to write an argumentative essay of ± 350 words and then to complete the questionaire. After that, the subjects were interviewed individually. The most important conclusions from the results of the investigation were that: Successful ESL writers do not use different strategies from those used by less successful writers. Writers almost exclusively use only those strategies that they have been taught in the classroom. This seems to be the reason why successful and less successful writers use the same strategies. The reason for differential success in writing therefore, lies not in the types of strategies the writers use, but that successful writers have insight into the purpose for applying a strategy/strategies.