Towards a model for EFL university writing : an argument against dogmatism

Abstract EN

Many of the approaches to the teaching of writing at academic institutions in the EFLIESL(I) contexts are based on criteria that emphasize theories of first language (Ll) writing processes.

In opposition to these process approaches, suryeys of academic writing programmes in the EFL/ESL situations have focused on the written products, without taking into account the act of writing itself.

The flaw attributed to the process and product--oriented writing paradigms seems to lie in the overstatements of criticisms directed at each paradigm, unawareness of the distinctive focus of each approach, and failure to challenge the validity of the merits ascribed to replacements.

This paper argues persuasively for a synthesis which incorporates major domains in textual structure, cognitive processing, and social contexts often discussed in academic and professional second/foreign