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spelling and punctuation, grammatical accuracy, range of sentence structures simple, compound, complex.
2.4 English as Second Language ESLEnglish as Foreign Language EFL
Writing
Writing in a second language is indeed a complex, challenging, and difficult process. This difficulty and complexity arise from the fact that writing includes
discovering a thesis, developing support for it, organizing, revising, and finally editing it to ensure an effective, error-free piece of writing Langan, 2005. These
second language L2 writing issues usually overwhelm lower proficiency L2 writers, sometimes to the point of a complete breakdown in the writing process
Bereiter Scardimalia, 1987, in Alsamadani, 2010. In a review of differences between first and second language writing, Silva in
Weigle 2005:36, states that writing in a second language tends to be “more constrained, more difficult, and less effective” than writing in a first language;
second-language writers plan less, revise for content less, and write less fluently and accurately than first-language writers. Moreover, Weigle 2005:38 defines
that while writing in a first language is a challenging, complex task, it is more so in a second language.
Research on the topic of L1L2 similarities and differences reveals contradictory and inconsistent findings. Some researchers e.g., Bitcher
Basturkman, 2006; Hinkel, 2004; Lee, 2005; McCarthy et al., 2005; Martinez, 2005; Thorson, 2000 cited in Alsamadani, 2010 argue that the L1 writing process
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is different from L2 writing cited in Farvardin and Zare-ee, 2009. Others e.g., Matsumoto, 1995; Cook, 1998; Hirose Sasaki, 1994; Kamimura, 2009, cited in
Alsamadani, 2010 emphasize the similarity between the two processes and confirm a linear association between the L1 and L2 writing proceses.
Regardless of their similarities and differences, ESLEFL writing has always been considered an important skill in teaching and learning. As stated by Rao
2007, cited in Ahmed, 2010 EFL writing is useful in two respects: First, it motivates students thinking, organizing ideas, developing their ability to
summarise, analyze, and criticize. Second, it strengthens students’ learning, thinking and reflecting on the English language.
Cumming and Krapels in Weigle 2005:35 say that second language proficiency – defined as control over the linguistic elements of a second language
– and expertise in writing are different, although not unrelated abilities, that is, second - language writers use many of the same writing processes in their second
language as in their first, and expertise in writing can transfer from the first to the second language, given at least a certain level of language proficiency. However,
because of the constraints of limited second-language knowledge, writing in a second language may be hampered because of the need to focus on language
rather content.
2.5 Academic Writing
