This case study examines the role of scaffolded prewriting activity in accelerating English writing development. Two Korean elementary students were engaged in a journal writing activity after they had read the first part of an informational trade book. During the next session, they had read the second part of the same book and then engaged in a scaffolded prewriting activity and a journal writing activity. The paired journal writing products without or with scaffolds were compared. The outcome of interest in the study included quality of writing and was assessed using both quantitative and qualitative methods. The two students produced better writing in terms of focus, support, and organization when they had the scaffolded prewriting activity. This study suggests that the instructional method of providing strategic writing scaffolds may foster English language learners’ writing skills development.

Ⅰ.Introduction
Ⅱ.Theoretical Background
Ⅲ.Methodology
Ⅳ. Results
Ⅴ.Discussion
Ⅵ.Implications for Practice
References
Appendix

• Tae-Eun Kim(University of Illinois at Urbana-Champaign) | 김태은