چکیده:
This study aimed at investigating the impact of writing on Iranian EFL college students’ rhetorical organization. Thirty Iranian female undergraduate students majoring in English at Al-zahra University participated in the current study. The writing instructions included two stages, each lasting for four weeks. The participants were assigned to a control group and an experimental group according to an “S” model and received writing instructions based on genre and process approaches. The experimental group received writing instruction on text structure designed according to descriptive genre for the first four weeks, followed by the instruction on the process approach for the second four weeks. However, the control group received the process writing instruction only during the second stage. The research questions focused on whether summary writing with instructions on text structure improves students’ rhetorical organization or not. Also, the study sought to find out how students’ rhetorical organization improves when instructions on text structure are used as a supplementary tool to the process approach. The design of the study was quasi experimental. The findings revealed that summary writing with instructions on text structure helps students have better performances in rhetorical organization, concerning content, organization, language use, and syntactic complexity. Also, the obtained results indicated that genre and process approaches can be complementary, and summary writing with instructions on text structure can be used as a supplementary tool to the process approach.
خلاصه ماشینی:
"2. Does providing genre-based structure guidelines improve various aspects of EFL students’ writing including content, organization, vocabulary, language use, mechanics, text length, and syntactic complexity 3.
4. Does providing genre-based structure guidelines within process writing instruction improve various aspects of EFL students’ writing including content, organization, vocabulary, language use, mechanics, text length, and syntactic complexity?
If the participants in the Experimental Group still had significant better performances in any aspect of writing, it could then be inferred that summary writing with structure guidelines could be used as a supplementary tool for the process approach writing instruction in improving students' writing performances.
Results To find out the effect of summary writing with structure guidelines on EFL college students' rhetorical organization through integrating genre-based and process approach writing instruction, a set of statistical analyses ( Correlation coefficient (Rho) and T-test) was carried out which are presented below.
The results indicated that the students who wrote summaries with structure guidelines still had better general writing performances (improved rhetorical organization) after the implementation of process approach writing for four weeks.
Thus, the results indicated that structure guidelines still did make a significant impact on the students' language use after the implementation of process approach writing for four weeks.
Improved rhetorical knowledge of textual organization with the aid of structure guidelines help students have better performances in general and in some aspect of writing such as content, organization, language use and syntactic complexity (writing longer and complex sentences), whether these guidelines are used alone or as a supplementary tool to the process approach writing instruction."