Investigation of freewriting activities in ESL process writing classrooms
A thesis submitted to The Faculty of Graduate Studies and Research in partid rulfilmcnt of the requkments of the degree of Master of Arts The author has granted a nonexclusive licence dowing the National Library of Canada to reproduce, loan, distribute or sell copies of this thesis in microform, paper or electronic formats. The author retains ownership of the copyright in this thesis. Neither the thesis nor substantial extracts fiom it may be printed or otherwise reproduced without the author's
... ithout the author's permission. L'auteur a accorde une licence non exclusive pernettant a la Bibliotheque nationale du Canada de reproduire, preter, distribuer ou venclre des copies de cette these sous la forme de rnicrofiche/film, de reproduction sur papier ou sur format electronique. L'auteur conserve la propriete du droit d'auteu. qui protege cette these. Ni la these ni des extraits substantiels de celle-ci ne doivent &re imprimes ou autrement reproduits sans son autorisation. ABSTRACT Freewriting is o w of the modes of informal expressive writing often used in L2 process writing classrooms. Although the basic premise o u h e d by Elbow is upheld, freewriting can manifest itself in many different ways, according to the different constraints that are placed on the basic premise. In particular, when fitewriting is adopted as an activity in ESL classrooms, the classroom decision making pmcess becomes much more complicated than fieewriting described in the literature. This study reports a qualitative investigation of the fieewriting activity in 3 ESL process writing classmoms in a Canadian university, using multiple data collection methods. In particular, the study focuses on the perceptions of 8 students about the h c t i o n s and methods of implementation of the freewriting activity. The context of freewriting in practice is examined using Woods7 (1996) perspective of classroom structure, and to understand the eight students' perceptions of the fieewriting activities, notions from Hayes' (1996) new framework for writing are borrowed. The study reveals that sub-activities of the freewriting activity are interrelated, and that each sub-activity plays a specific role in the benefits of fieewriting. Implications for ESL instructors' implementation of the freewriting activity in the ESL process writing classroom an presented I would like to thank all the people whose inspiration, contribution, and support have been very important over the process of writing. I firstly wish to acknowledge my supervisor, Devon Woods, who has given me invaluable inspiration, encouragement, and crucial feedback throughout the entire creation process. I thank him for his Wsitive energy" and insight into my workhis dedication to his students is truly mazing. I would also like to thank my second reader, Lynne Young, for her important input and comments that pushed me to produce better work. In addition. I acknowledge the participants, including the eight students and the three writing teachers, who allowed me to carry out this research and provided such important comments and thoughts in their learning and teaching. My thanks also go to my parents, my brother and sister, who although they are far away, they are never far away. Deep appreciation to my lovely friends (Tova, Hyeran, lohn, Maggie, RodT Laci, Oom Kari and Tante Margot) who understood my struggle and always cheered me up. Most of all, I would like to give all of my sincere gratitude especially to one person, Ferenc Dalnoki-Veress, who shared his intelligence, creativity and enthusiasm toward knowledge with me for my thesis, who made me love my work and even enjoy the painful process with confidence, and who has always been there for me with his love and encouragement.