A research-based approach to teaching pre-writing strategies in academic writing

Abstract

This paper presents an instructional method for prewriting strategies in academic writing classes. The instructional practices proposed have been tested in a variety of academic writing contexts, and they are based on theoretical and research insights from both genre-based and process approaches to writing. The paper refers to and builds on existent research in the field to first investigate the relevance of prewriting strategies in academic writing and then suggest practical ways in which these may be implemented in a writing class context.