An example of an L2-writing strategy: Novskev

Abstract

In this study the effect of a writing strategy for L2-writing is tested experimentally. 10th grade students (N = 67) took part in a writing experiment in writing German as a second language. In the experimental con-dition students were taught to pay attention to pre-writing activities (think and organize), find the right words in German, and post-writing activities (evaluate and revise). Students in both the experimental and control condition completed two texts as pre- and post-test. All texts were rated holistically as well as with an analytic scoring scheme. Results show that in the experi-mental condition students wrote (on average) better texts than in the control condition, when rated ho-listically. For the analytic ratings improvement was statistically significant for the categories Content, Vo-cabulary and Conventions. For other categories (Syntax, Grammar (Verb and Case), Spelling and Punctu-ation) no effect of the experimental program could be shown.