Using Models in Writing Instruction

Models are commonly employed in both first (L1) and second language(L2) writing classrooms; however, questions remain concerning the role of this inductivetechnique in students’ genre learning. The study reported here examines the effect oftwo instructional techniques (models and models combined with explicit instruction) onthe ability of three groups of writers (native speakers of English, higher proficiencynonnative speakers, and lower proficiency nonnative speakers) to produce a speciallyconstructed essay type. Using a controlled/posttest design with stimulated recall data,the study found that those students receiving models were outperformed on Essay 1, Essay2 (1 week later), and a Quiz (1 month later) by those students who received models incombination with explicit instruction. Implications for L2 writing instruction arediscussed