Scaffolding Theory in English Writing Instruction: Analyzing Its Current Status in 'Read and Write' Teaching

Introduction:

The theory of scaffolding has become increasingly significant in teaching writing skills to students. Scaffolding involves providing support and guidance to learners throughout the writing process, gradually reducing assistance as they gain independence. This paper explores the current state of scaffolding theory in teaching English writing skills through the 'read and write' method in China.

Analysis:

In China, the 'read and write' method is widely used in English writing instruction. This method entails providing students with a model text for them to read and use as a basis for their own writing. The purpose of this approach is to offer students a clear understanding of the structure and language used in a specific type of writing.

However, the 'read and write' method does not always incorporate scaffolding principles. In some instances, teachers provide a model text and expect students to write an essay without guidance or support. This approach can be overwhelming, particularly for students who lack confidence in their writing abilities.

On the other hand, some teachers effectively integrate scaffolding principles into their teaching. For instance, they may provide students with a model text and then guide them through the process of identifying the structure, language features, and key ideas. This approach assists students in understanding the elements of a particular writing type and provides them with a framework for their own writing.

Example:

Mrs. Li, an English teacher, uses the 'read and write' method in her writing classes. She provides her students with a model essay and asks them to write a similar essay on the same topic. However, Mrs. Li also incorporates scaffolding principles into her teaching. She guides her students through the process of identifying the structure, language features, and key ideas of the model essay. She also provides them with vocabulary and sentence structures that they can use in their own writing.

For example, when teaching her students how to write a persuasive essay, Mrs. Li provides them with a model essay and guides them through the process of identifying the introduction, body paragraphs, and conclusion. She also provides them with persuasive language features such as rhetorical questions, emotive language, and statistics. She then asks her students to use these features in their own writing.

Conclusion:

In conclusion, the 'read and write' method is widely employed in teaching English writing skills in China. However, the incorporation of scaffolding principles into this method is not always consistent. Teachers who integrate scaffolding principles into their teaching are more likely to provide their students with the support and guidance they need to become confident and independent writers.