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ELT Journal 2003 57(2):158-166; doi:10.1093/elt/57.2.158
© 2003 by Oxford University Press
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Scaffolding for second language writers: producing an academic essay

Sara Cotterall1 and Robin Cohen2

1 The School of Linguistics and Applied Language Studies at the Victoria University of Wellington, New Zealand. Email: sara.cotterall{at}vuw.ac.nz 2 The School of Linguistics and Applied Language Studies at the Victoria University of Wellington, New Zealand. Email: robin.cohen{at}vuw.ac.nz

This paper describes how a group of intermediate learners of English were guided through the process of producing their first academic essays in English. The approach applied the concept of scaffolding to the academic writing process by providing flexible support for the learners throughout the writing of their essays. Scaffolding included a number of features, each of which is discussed in the paper. The writers argue that the approach they adopted promotes learner autonomy by focusing on an authentic task, making the expectations of the task explicit, and providing flexible support for the learners as they approximate the target performance.

Received January 2002.


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