The use of exemplars in English writing classrooms: from theory to practice

Abstract

Recent literature on the use of exemplars in the context of higher education has shown that exemplar-based instruction is implemented in various disciplines; nevertheless, how exemplar-based instruction can be implemented in English-as-a-Second-Language (ESL) writing classrooms in higher education institutions remains under-explored. In this connection, this article reports on a textbook development project which adopts an exemplar-based instruction approach to be used by university English instructors to prepare students for IELTS writing (academic module). The goal of the textbook is to cultivate students’ understanding of the assessment standards of the two IELTS writing tasks through the design and use of exemplar-based dialogic and reflective activities. In this article, theoretical underpinnings of the use of exemplars, namely tacit knowledge, assessment as learning and dialogic feedback, will first be discussed in detail. Then, an overview of an ongoing project which aims to develop an exemplar-based IELTS writing textbook will be given. The last section of this article suggests practical strategies for ESL writing teachers who are interested in using exemplars to develop students’ understanding of assessment standards.

Keywords:

• use of exemplars
• exemplar-based instruction
• English as a second language writing
• higher education

Acknowledgment

This paper was supported by a Teaching Development Grant from The Education University of Hong Kong (T0203).

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

Teaching Development Grant, The Education University of Hong Kong.