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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
Writing, either in the first or the second language, can be divided into free writing and academic writing. Gibbons 2002 defines that academic writing is a
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term covering writing about any subject studied in colleges and universities such as mathematics, biology, business, etc. It takes different form such as books,
journal articles, proposals, formal reports, pamphlets which employ specialized vocabulary unique to each subject area; and use different styles documentation.
Academic writing is the kind of writing used in high school and college classes. It is different from creative writing, which is the kind of writing done
when stories are written. Academic writing is also different from personal writing. Creative writing and personal writing are informal; however, academic writing is
formal. Academic writing in English is probably different from academic in other native languages. The words and grammar and also the way of organizing ideas
are probably different from other language speakers are used to Oshima and Hogue, 2007:3. Academic writing has many rules, called “writing conventions,”
about the appearance and format of the writing, and academic readers will expect writers to use those conventions Reid, 2000: 7.
As a discourse written by a college or university student, the purpose of academic writing is to inform, instruct, enlighten and to pursuit and it relies on
studies and work published by other scholars. When we write academic paper, we should imagine that we write not only for our supervisors but also for an
examiner, whose precise interest we will not know. Primarily, whatever type of writing we wish to produce, we must answer
four questions if we want our message to be clear. Shields 2010: 8-9 explains the four Qs in academic writing as follows:
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• Who our reader: Who will read our work? The main reader will be the
tutors of the course or the examiner, who will most likely have had a hand in setting the assignment. The reader will therefore be a person who is
knowledgeable about the content matter of the assignment and who has designed the task with certain expectations in mind.
• Why our purpose: Why do we write? The most obvious reason is that we have
to Written assignments are still the most common way to assess what students know and what they can do. We write because we want to get the qualification
that proves we have learnt something and can communicate this. Importantly, however, the act of writing is a learning process in itself. When we approach
writing critically, we engage in a thinking and learning process. Moreover, understanding what we achieve when we successfully complete an assignment
will give us a sense of satisfaction and purpose. •
What the content: What do we write? The answer to this question is of course the content and context of our writing. Different types of writing, and even
different types of essay, require us to select information in a discriminating and appropriate way. Until we have understood an essay question, we will not
know what information is most relevant. •
How the structure and style: How do we write? The answer refers to the way information is organised or structured and the way or style in which it is put
together, and this may vary from one type of writing to another. All academic writing is formally structured in a recognisable style, and this must be consistent
and appropriate for the particular type of writing. Nevertheless, each type of
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writing must comply with the academic standards set by most courses, which require a more or less formal style as well as accurate grammar, spelling and
punctuation. Shields agrees with Chaffe et. al. 2002: 7-9 who state that most writing
situations are shaped by considering the purpose, audience, subject, and writer. Indeed, every act of writing has a purpose. When we complete a paper for college
course, we hope to show our professor that we can make significant statements about concepts relevant to the class. In a business setting, our aim is to transmit
information or request in a memo or a report; in our social life, we want to communicate with friends through letters or e-mail; in our private life, we write in
our journal so that we can later recall our activities and feelings. A crucial part of becoming an accomplished writer is maintaining a clear sense of the specific goals
of whatever piece we are working on. Moreover, thoughtful writing is shaped by consideration of its audience, the
intended reader or readers. Although there are some instances when a writer only for himselfherself a diary, for example, heshe probably intends most of hisher
writing to be read by someone else: the person receiving hisher letter, the co- workers reading hisher memo, or the instructor grading hisher paper. The more
the writers think about their audience, the more concerned they will be about making themselves clear and the better their writing will become. Then writing
has to be about someone or something – a subject. Much of college writing involves responding to ideas presented in textbooks, class lectures, or research
resources. So, the writing task is usually to demonstrate the understanding of the
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ideas presented and also to apply, analyze, synthesize, or evaluate the ideas being expressed. The quality of the writing, therefore, depends on the quality of the
writers’ thinking as they process ideas and present them in order to communicate their own informed perspective on the subject.
The last, of course, any writing situation calls for a writer, and the characteristics of the writer affect what is written and how it is produced.
Experienced writers usually approach writing with more abilities and confidences than the inexperienced.
2.6 Problems in ESLEFL Writing
