Developing Writing Skills in a Foreign Language via the Internet
Roger C. Kenworthy Ohio University (Hong Kong)
Introduction
There is little doubt that academic writing can be very challenging for learners of English as a Foreign Language (EFL) as they must overcome the personal challenges associated with academic writing (generating ideas, organization, and mechanics) in order to develop the skills requisite for genre specific, coherent, and readable essays. With the introduction of the personal computer into the second language-writing classroom, and access to the Internet, both educators and learners alike have been provided with unlimited sources of information in the form of readable, authentic texts that address a wide variety of topics that are essential for second language development. This text describes a procedure whereby the collaboration of equally skilled second language learners, along the integration of electronic technology into the second language classroom, can aid writers in the production of genre specific compositions.
Objectives
The purpose of this activity is to have learners write a compare/contrast essay in collaboration with a small group of classmates based upon information solely found within an electronic environment. Access to the Internet allows this group of learners to identify and collect an entire corpus of information electronically. As a result of this partnership, learners plan, negotiate, research, and share information in order to meet the requirements of the assigned task. The use of learner collaboration within the second language classroom and the subsequent benefits for learners is well supported by a number of experiments. These salient points have come to light from the research; interaction between learners and the subsequent sharing of information is compatible with the theoretical goals of the communicative approach to writing  (Fathman & Kessler, 1993); de-emphasis of teacher-centered instruction (Long & Porter, 1985); aids in the development of syntactical competence (Kowal and Swain, 1994); and students act as resources for each other to achieve a common goal (McGroarty, 1989) which results in meaningful, useful, and practical language applications that increases  group members’ motivation for learning  (Greenfield, 2003; Hauck & Haezewindt, 1999). The Internet, with the capacity to connect users throughout the world, has also been extensively examined for its potential to aid in the development of second language learner’s skills. Results of a number of studies indicate that the Internet is found to contain real language in a meaningful context (Warschaur & Healey, 1998), and as a result of viewing this material, learners develop into creators of language rather than passive recipients (Brown, 1991). Implementation of technology within the second language writing classroom also promotes learner autonomy (Graus, 1999), is an excellent means for teaching foreign culture and language (Osuna & Meskill, 1998), and in general, positively influences students’ attitudes which contributes to an overall greater willingness to write (Kern, 1995). Theoretically and pedagogically, it appears that the marriage between collaborative writing and electronic technology is an ideal means to help writers develop the much-needed skills to succeed at academic writing.
Compare/Contrast Essay
The focus of this particular genre of essay helps a reader to better understand and determine the merits of two or more subjects. In order for our learners to clearly discuss these merits, it is important for them to be able to write this type of essay and explain how two or more subjects are similar and/or different. It is also important to educate learners of the genre specific features that distinguish a compare/contrast essay from others found within the canon of academic writing. As a result, this section does not deal with the common features of academic essays (topic sentences, paragraphs, conclusions), but rather the differences, namely connectors and organization, which set compare/contrast essays apart from other academic writings. Within this lesson, learners are made aware that certain connectors are primarily used for compare/contrast essays. These words for comparison include: both, in the same way, similarly, similar to, like, likewise, is like, have in common, just as, compared to, same as, and resembles. While contrast is indicated by the following: however, although, but, in contrast, unlike, different from, differs from, on the contrary, whereas, while, and on the other hand. Various exercises, such as a cloze, can be used to provide opportunities for learners to use these connectors correctly before essay writing occurs.   As well, writers are informed of the methods of properly organizing a compare/contrast essay. There are two primary methods of organization used: chunking (divided pattern or block method) and sequencing (alternating pattern or point by point). With two subjects in mind, chunking separately presents all the points and details of the one subject.  Then the next section discusses and includes all the points and details of the other subject. For example, if our writers are asked to compare the annual weather of Hong Kong and Toronto, Canada, they would first include the relevant details of Hong Kong’s precipitation, temperature, and humidity. Next they would go on to discuss specific information concerning Toronto’s precipitation, temperature, and humidity. In contrast, sequencing discusses all