Abstract
This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purpose (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format include the following: (1) extended writing about a text, or texts, should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature, as writerly reading, will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the inter-dependency of reading and writing.
Keywords
literature-based composition, reading for writing, a reader’s and writer’s mental toolkit, cognitive approach
DOI
10.5038/2577-509X.4.1.1103
Recommended Citation
Perkins, K., & Jiang, X. (2020). A proposed literature-based syllabus for EAP writing. Journal of Global Education and Research, 4(1), 48-61. https://www.doi.org/10.5038/2577-509X.4.1.1103
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