Teaching and assessing academic writing via the portfolio: Benefits for learners of English as an additional language

This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their improvement across three portfolio drafts and evaluate their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course ‘Academic Writing’ at a tertiary institution in New Zealand participated in a study evaluating the portfolio approach to building awareness of their own writing. Focus group interviews provided qualitative data, analysed using a grounded theory approach. Triangulating data came from student reflective memoranda written in response to each drafting process. We conclude that a multi-draft portfolio is an effective assessment tool, not only because it provides a feedback loop but also because it enhances learners’ understanding of writing as a recursive process. This provides them with aspects of academic writing literacy such as self-editing and the insight to reorganise academic texts by applying target genre and discourse knowledge.

► We describe a multi-draft process-based pedagogy for EAL academic writing. ► We consider learning impacts of generative and reflective characteristics. ► Generative aspect impacts written proficiency of genre-specific texts. ► Reflection affects learning of academic literacies and writing strategies. ► Write-to-learn pedagogy changes understandings while appreciating identity.