How to Teach and Learn Writing:An Analysis of Survey Reports on Writing Instruction
Writing instruction is an important topic that captures the attention of researchers and teachers.However,the majority of existing research focuses on writing instruction at the micro level in the classroom,with few examining the writing curriculum and teaching practice in a particular country or region.This article uses survey reports on writing instruction from 16 countries and regions around the world as data to present first language and second language writing instruction in elementary and secondary schools in America,Europe,Asia,and Oceania.The study shows that there are significant regional differences in the amount of time allocated to writing instruction.For instance,the time of writing instruction in Europe is not long,while Oceania(such as Australia and New Zealand)invests relatively more time,and some countries(such as the USA,Chile,Australia,etc.)do not meet the local minimum requirements;there are also large differences in writing genres,homework settings,and writing instructional approaches;writing instruction in the lower grades focuses on fundamental writing skills,whereas the upper grades focus on argumentative essays and other types of multi-paragraph writing,as well as various other types of writing;for students with writing difficulties and special needs,teachers are mostly aware of this reality but fail to make professional teaching adjustments;teachers generally do not receive adequate training,and their self-efficacy in writing instruction varies;writing teacher education is undervalued worldwide.Based on the results,this article offers implications for improving Chinese and foreign language writing instruction in China from four aspects,including time arrangement,teaching activities,teacher preparation,and future direction.
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