Abstract
The troubled Freshman EFL/ESL writing instruction
needs a curricular framework to secure student transition and stabilize
instruction to new learning of some writing knowledge in order for them to
write with valuable ideas. Based on a longitudinal ethnographical case study of
the classroom practice with a first-year English writing course, this article
wrestles with the matter of topic familiarity and critical-thinking skills of
argumentation. The discursive analysis of the instructional practice and the
actual written texts from student writing assignments of paragraphs and
short-essays recommends a freshman writing curriculum to act on critical
classroom instruction with actual writing knowledge, yet to base it on topic
familiarity. Because topic familiarity not only facilitates critical thinking
of original facts or concrete evidence for new ideas in creating writing
content, but also embraces students’ new learning with genre perspectives on
techniques of typographical structures with argumentation mechanisms. This study
obliges writing educators to strike a balance act on freshmen’s writing
curriculum with topic familiarity and critical writing skills, not only to
regulate instruction in preparing freshman students for writing penetrating
essays, but also educating them to be critical future writers.
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IJAHSS by IPRPD is licensed under a Creative Commons Attribution 4.0 International License.