Assessing the Writing Task: Do Pictures Change What Students Write?
This article reports an empirical study which compared the effects of different writing tasks on the writing products of EFL students. This study recruited 50 students from two natural classes in a Chinese university. In the pre-test, they were given the same writing task with only textual instruction and no difference was found in their writing quality. In the test, one class was given graphic novel with textual information, while the other class was given the same graphic novel without textual information. It finds that the group given graphic novel performed better than the other group in terms of content richness, plot development, organization, and language accuracy. It concludes that graphic novel is a better way to scaffold EFL student’s narrative writing and visual information should be included in EFL literacy curricula.