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The use of model passages in second language writing instruction has been considered important, and has been suggested by many scholars and writing specialists. While the field of second language writing lacks empirical studies in the use of model passages in writing instructions, this study examined the effect of model-use on two different genres of essays in an EFL composition classroom. For this purpose, a model-based writing task was designed and was carried out throughout six 75 minute class periods. To examine the effect of the model-based writing task, the students’ pre- and post-treatment writings were compared in terms of its overall quality, in five analytical components of essay writing, and in terms of the rhetorical structure of the essays. A descriptive statistical analysis proved that the model-based writing task had a positive effect on the students’ overall quality of writing in both genres, and in most of the analytic components in both genres. The analysis of the rhetorical structure of the pre- and post-treatment writings also showed that the model-based writing task had a positive effect on the students‘ writings.