An inquiry into expressive writing: a classroom-based study

Abstract

This article makes a plea for using expressive writing in EFL/ESL writing courses. It examines the current unsatisfactory state of EFL/ESL writing and locates its causes in the pragmatic approach of textbook writers and practitioners. Next it reports a longitudinal case study of a university writing class at the upper-intermediate level of English where response writing was introduced over one semester. Results show student progress along a continuum of responsiveness with growing pleasure in the opportunity for self-expression leading to increased mastery of the language and more sophisticated thinking. Based on our findings we strongly recommend that expressive writing be factored into mainstream tertiary EFL/ESL writing courses. The problematic state of EFL/ESL writing today has prompted the present study. An examination of the current malaise will uncover educational and social concerns that are fundamental to institutional teaching and learning. Once these are addressed, a better way of teaching writing can be developed. An example of such a way is offered as a report of some action research undertaken in the English department of a Middle Eastern university.