DOI:
https://doi.org/10.14483/udistrital.jour.calj.2015.1.a07Published:
2015-01-21Issue:
Vol 17, No 1 (2015) January-JuneSection:
Research ArticlesApplication of the PEE model to essay composition in an IELTS preparation class
Aplicación del modelo PEE a la composición de ensayos en una clase para el Examen IELTS
Keywords:
coherencia y cohesión, escritura de ensayos, IELTS, modelo PEE (es).Keywords:
PEE model, IELTS, cohesion and coherence, essay writing (en).Abstract (en)
Based on two case studies, this study investigates the application of the Point, Explanation, Example (PEE) model to essay composition in a multi-lingual IELTS preparation class. This model was incorporated into an eight-week programme of instruction to ESL adults in London, England. Students preparing for the IELTS exam were asked to write pre- and post-instruction essays on a given topic within 40 minutes. Employing the IELTS band descriptors (IELTS, 2013) and analyses of coherence and cohesion in line with Systemic Functional Linguistic concepts (Halliday & Matthiessen, 2004; McCarthy, 1991), samples of students’ writing were analysed. Data from students’ pre- and post-instruction interviews was also gathered and analysed. The findings of this study suggest that the PEE model is to some extent effective in improving the essay composition performance of IELTS students, in particular in the area of cohesion and coherence. Students find the PEE model useful in regard to the clarity and structure that the model seems to add to their essays.
Abstract (es)
Basándose en dos casos, este estudio investiga la aplicación del modelo Point, Explanation, Example (PEE) a la composición de ensayos en una clase de preparación para el examen IELTS. Este modelo fue incorporado a un programa de ocho semanas de instrucción de ESL para adultos en Londres, Inglaterra. Estudiantes que se estaban preparando para el examen IELTS escribieron ensayos antes y después de la intervención pedagógica en un tiempo límite de 40 minutos. Basado en los estándares descriptores de bandas IELTS (IELTS, 2013) y análisis de coherencia y cohesión en línea con conceptos de Systemic Functional Linguistic (Halliday & Matthiessen, 2004; McCarthy, 1991), muestras de los escritos fueron analizadas. Datos de entrevistas realizadas antes y después de la intervención pedagógica también fueron recolectados y analizados. Los resultados de este estudio indican que el modelo PEE es de cierta forma eficaz en el mejoramiento de la capacidad de composición de ensayos de los estudiantes IELTS, en particular en el área de coherencia y cohesión. Los estudiantes parecen encontrar el modelo útil con relación a la claridad y estructura que el modelo aparenta dar a sus ensayos.
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