The paper argues that more attention should be paid to the effective use of written English in Japan, where English is taught as EFL. The paper then notes that some of the problems found in descriptive and argumentative compositions by Japanese college EFL students originate from their over-reliance on the knowledge- telling style of writing, in which pieces of information are written down without any overall structure. To solve these problems, a facilitative instructional method is offered to help the students to make the transition from the knowledge- telling mode to the knowledge transforming mode of writing. The paper concludes by emphasizing the importance of reconsidering the ways of teaching effective communication in English in Japan.
An Attempt to Help Japanese EFL Student Writers Make the Transition from the Knowledge-Telling Model to the Knowledge-Transforming Model of Writing
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