A Proposed Literature-Based Syllabus for EAP Writing

This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purposes (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-ba...

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Bibliographic Details
Published inJournal of global education and research (Print) Vol. 3; no. 1
Main Authors Perkins, Kyle, Jiang, Xuan
Format Journal Article
LanguageEnglish
Published 01.06.2019
Subjects
Advanced Students
College Students
Course Descriptions
English (Second Language)
English for Academic Purposes
Foreign Students
Literary Genres
Literature
Metacognition
Reading Comprehension
Reading Writing Relationship
Scaffolding (Teaching Technique)
Second Language Instruction
Second Language Learning
Syntax
Teaching Methods
Writing Instruction
Writing Skills
Writing Strategies
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Summary:This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purposes (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format, in our opinion, include the following: (1) extended writing about texts should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the interdependency of reading and writing.
ISSN:2577-5081