The role of composing process and coherence/cohesion in FFL writing

Veda Aslım Yetiş


The aim of this paper is to examine the role of composing process and knowledge about coherence/cohesion in French foreign language writing skill. Research sample consists of 35 Turkish students studying French language teaching at a Turkish university. The participants were first given a test containing of three parts in order to determine their level of knowledge about the rules of coherence-cohesion; then, they were asked to write an argumentative essay to see how good they were at writing. Right after the completion of essays, students were administered a 29-item questionnaire concerning the use of composing process. Findings have revealed the following conclusions: 1-Turkish FFL students who know the rules of coherence/cohesion have better writing skills; 2-The participants with better writing skills are those who can employ the composing process; 3-Knowing only the rules of coherence/cohesion or only employing the composing process is not enough to have advanced writing skills in French: both are necessary to be successful. According to the results, it is possible to suggest that rules of coherence/cohesion and composing process be incorporated into the syllabus of writing course and writing course be heavily based on these two topics. Teachers should explicitly teach the process and rules.


Writing; Composing Process; Coherence; Cohesion; French as a foreign language.

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