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An Approach for Embedding Critical Thinking in Second Language Paragraph Writing
Author(s) -
Chason Lisa,
Loyet Dianne,
Sorenson Luann,
Stoops Anastasia
Publication year - 2017
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.288
Subject(s) - paragraph , rubric , second language writing , sentence , linguistics , interpretation (philosophy) , critical thinking , psychology , technical writing , writing assessment , quality (philosophy) , language education , computer science , mathematics education , second language , higher education , philosophy , epistemology , world wide web , political science , law
Writing textbooks for English language learners frequently teach a paragraph pattern that is limited to topic sentence, support, and concluding sentence. Although beginning second language (L2) writers benefit from having a structured way to organize their ideas, as they advance, this type of writing can sound trite and uncritical. To provide a deeper understanding of how L2 learners can develop critical thinking skills in paragraph writing, this article presents empirical research on intermediate to advanced L2 writers enrolled in an 8‐week intensive English program where they were taught how to use the TBSIR (topic, bridge, support, interpretation, return) framework. Using a double‐blind rating approach, the study reveals that instruction in TBSIR positively impacts writing quality regardless of native language, suggesting that a writing framework with a rubric that includes critical thinking criteria provides developing writers with the guidance they need to move from banal and formulaic writing to more analytic and thoughtful prose.