Abstract
The use of model essays has long been a controversial yet popular technique in both L1 and ESL/EFL writing pedagogy. Researchers in the field so far have recommended that more investigations be made into the effects of model essays on writing, focusing particularly on the following issues: when and how to use models, different types of models, the appropriate number of models, and models for learners with different proficiency levels. In Taiwan as an EFL context, model essays appear to be widely used by writing instructors to facilitate the development of students’ writing proficiency. However, just a few of studies in the local context can be found to justify the theoretical legitimacy of different purposes of model essays in writing classes. The present study aimed to provide more specific insights into and caveats about the incorporation of model essays into EFL writing classroom. The purposes of this study were to investigate (1) the effects of reading model essays extensively on writing, (2) the effects of summarizing model essays on writing, (3) comparison between the results yielded by reading models extensively and summarizing models, and (4) students’ general attitudes toward the use of model essays. In order to achieve the investigation purposes, a pretest-posttest experiment design was implemented. Eighteen English majors of an intact reading-writing class were asked to write an argumentative essay as the pretest. Based on the scores in pretest essay writing, the participants were equally divided into two groups for reading models extensively and summarizing models. The group of reading models extensively (group E) read ten model essays and the group of summarizing models (group S) summarized two essays over the course of a month. The posttest, which had the same the design as the pretest, was conducted to assess whether or not students made progress. Other instruments such as a Background Questionnaire, a Feedback Questionnaire and an interview were implemented to discover more about students’ general attitudes. The major findings of the study indicated that (1) reading models extensively might not have positive effects on writing, (2) summarizing models could bring about positive effects on writing but not to a significant level, (3) summarizing models was a more effective technique than extensively reading models, and (4) students generally showed positive attitudes to the use of model essays. From the results of the study, four pedagogical implications were drawn: (1) model essays should have a role in writing pedagogy, (2) it is not the number of models but the tasks accompanying them that are significant, (3) summarization could be an effective technique combined with models, and (4) a students’ need analysis should be made before implementing models. It is suggested that more studies involving a longer time frame and more participants should be conducted to probe into the effects of models essays on EFL writing. In addition, it is hoped that the present thesis study can provide practical insights into and caveats about the use of model essays in EFL tertiary writing classes.