Speaker
Abstract section 3: Content/method
Implemented with 43 first-year university students (low-intermediate proficiency) in Japan, the framework was examined through timed paragraph writing in Week 1 and Week 14. Analysis indicates measurable gains in structural clarity, improved paragraph staging, and stronger alignment between topic sentences and supporting details. Participants will examine sample student texts, identify recursive design features, and practice adapting the model to their own classroom contexts.
Abstract section 5: References
Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). Edward Arnold.
Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
Abstract section 1: Relevance
Low-proficiency writers often produce locally situated classroom texts that show limited coherence and weak genre control. In line with JALT 2026’s focus on local voice, global impact, and learning beyond the classroom, instruction must support writing that is structurally transferable. Genre-based pedagogy (Martin & Rose, 2008) and systemic functional linguistics (Halliday, 1994) emphasize explicit modeling of staged meaning-making, yet classroom writing cycles frequently remain linear and draft-focused.
Abstract section 4: Outcomes/results
Participants will learn how to design recursive revision stages that strengthen genre coherence; how to integrate writing–speaking transfer to reinforce audience awareness; and how to adapt IMPAR³ for different proficiency levels. The session provides classroom-ready strategies grounded in research and aligned with supporting writing development beyond isolated classroom tasks.
Abstract section 2: Contribution/research questions
This workshop introduces IMPAR³ (Introduce–Model–Practice–Apply–Revise–Rewrite–Retell) as a purposefully designed recursive scaffolding framework that embeds structured re-engagement with genre staging and writing–speaking transfer within regular instruction.
| Title | IMPAR³: A Recursive Scaffolding Model for Stronger Writing |
|---|---|
| Teaching Context | College and university education |