Writing instructors often receive conflicting messages regarding the use of writing models. On one hand, without a sample, students struggle to produce a specific piece of writing. At the same time, students who are exposed to model or sample writing often reproduce these texts instead of seeing them as a tool to shape their own writing. This paper examines the effectiveness of using writing templates and samples in teaching English as a Second Language (ESL) students within the framework of an undergraduate English course conducted over five weeks. The research focuses on three assessments: a proposal, annotated bibliography and essay. Twelve samples were selected per assessment and per group – representing high, medium and low performances – resulting in a total of 72 samples. Based on instructor feedback, it was observed that templates helped students to grasp basic organizational components of the assigned tasks, providing essential structural support. However, they were insufficient in developing higher-order writing skills such as specificity, language proficiency, and critical engagement with a written text. The findings suggest that though beneficial, writing templates and models must be supplemented with more targeted instructional strategies to enhance students’ overall writing proficiency.

Authors:
Ann-Marie Simmonds, Rabdan Academy, United Arab Emirates

About the Presenter(s)
Dr Ann-Marie Simmonds is a University Assistant Professor/Lecturer at Rabdan Academy in United Arab Emirates

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