@article{oai:kuis.repo.nii.ac.jp:00001275,
 author = {Lehtinen, Ben},
 journal = {神田外語大学紀要, The journal of Kanda University of International Studies},
 month = {Mar},
 note = {P(論文), This research project investigated Japanese students' secondary school L1/L2 writing experience and how this experience helped or hindered their transfer to a tertiary writing program. The study was completed in 2006 and involved a total of 308 first year students at Kanda University of International Studies (KUIS) in Chiba Prefecture. The project's objective was to provide a `snapshot' of student experience which would influence the design of a more student-centered writing curriculum created by instructors. After presenting a brief description of the teaching context and curriculum previously used at KUIS, qualitative and quantitative findings of this study will be presented in order to justify the suggested curriculum implementations made for the 2007-08 academic year. The first semester of the 2006-2007 writing curriculum introduced students to the genre and characteristics of academic writing through descriptive writing tasks. However, from findings of the study, students reported having significant L1/L2 descriptive writing experience. This suggests the need for a university first year writing curriculum to focus more upon critical writing skills, such as the argumentative or critique essay, while introducing students to the genre of academic writing. Doing so in a first year class would allow more time and practice to develop higher level cognitive processing skills to be used in the following years. This paper will be of interest to university writing instructors and anyone interested in second language writing., This research project investigated Japanese students' secondary school L1/L2 writing experience and how this experience helped or hindered their transfer to a tertiary writing program. The study was completed in 2006 and involved a total of 308 first year students at Kanda University of International Studies (KUIS) in Chiba Prefecture. The project's objective was to provide a `snapshot' of student experience which would influence the design of a more student-centered writing curriculum created by instructors. After presenting a brief description of the teaching context and curriculum previously used at KUIS, qualitative and quantitative findings of this study will be presented in order to justify the suggested curriculum implementations made for the 2007-08 academic year. The first semester of the 2006-2007 writing curriculum introduced students to the genre and characteristics of academic writing through descriptive writing tasks. However, from findings of the study, students reported having significant L1/L2 descriptive writing experience. This suggests the need for a university first year writing curriculum to focus more upon critical writing skills, such as the argumentative or critique essay, while introducing students to the genre of academic writing. Doing so in a first year class would allow more time and practice to develop higher level cognitive processing skills to be used in the following years. This paper will be of interest to university writing instructors and anyone interested in second language writing., 資料・研究ノート},
 pages = {359--383},
 title = {Critical Writing : Exploring the Needs of Students in a Writing Classroom},
 volume = {20},
 year = {2008}
}