WPŁYW WSPÓŁPRACY, INFORMACJI ZWROTNEJ OD RÓWIEŚNIKÓW ORAZ MODELOWYCH TEKSTÓW PISANYCH PRZEZ MÓWCĘ NATYWNEGO NA SPRAWNOŚĆ PISANIA W JĘZYKU ANGIELSKIM STUDENTÓW STUDIÓW MAGISTERSKICH

The field of second language (L2) writing has always been an area of debate in the realm of second language acquisition. A taxonomy of sorts of approaches to writing and feedback is constructed, concluding that over time, several pedagogical approaches to writing education have been presented with varying effectiveness – each has been subject to numerous valid criticisms. However, the unfortunate reaction to these negative aspects of a practice has often been a complete rejection of all aspects of an approaches, whether detrimental or beneficial. Drawing from Sfard’s insight into the metaphorical nature of learning and the dangers of choosing just one, this exploratory study aims to apply processes drawn from a variety of approaches – whether of a more acquisitive or participative nature. Taking place over one semester in a university-level second language academic writing class, students were assigned five texts to compose, submitting a draft and final version for each. A native speaker assisted in class, providing input in class discussions and feedback to students’ drafts. A model text written by the native speaker was provided to the students, who were asked to review it, and following a class discussion on the model text were asked to compile a list of structures they liked from the text. Two corpus tools were incorporated for the data analysis: one to measure frequency of highlighted structures within students’ texts, and the other to measure syntactic complexity of their texts over the span of the course. The results draw attention to several directions for future research, highlighting the importance of reconsidering our conceptualization of learning and its pedagogical implications.The field of second language (L2) writing has always been an area of debate in the realm of second language acquisition. A taxonomy of sorts of approaches to writing and feedback is constructed, concluding that over time, several pedagogical approaches to writing education have been presented with varying effectiveness – each has been subject to numerous valid criticisms. However, the unfortunate reaction to these negative aspects of a practice has often been a complete rejection of all aspects of an approaches, whether detrimental or beneficial. Drawing from Sfard’s insight into the metaphorical nature of learning and the dangers of choosing just one, this exploratory study aims to apply processes drawn from a variety of approaches – whether of a more acquisitive or participative nature. Taking place over one semester in a university-level second language academic writing class, students were assigned five texts to compose, submitting a draft and final version for each. A native speaker assisted in class, providing input in class discussions and feedback to students’ drafts. A model text written by the native speaker was provided to the students, who were asked to review it, and following a class discussion on the model text were asked to compile a list of structures they liked from the text. Two corpus tools were incorporated for the data analysis: one to measure frequency of highlighted structures within students’ texts, and the other to measure syntactic complexity of their texts over the span of the course. The results draw attention to several directions for future research, highlighting the importance of reconsidering our conceptualization of learning and its pedagogical implications