Abstract

Materials are generally used to provide a stimulus to writing or
discussion, as a starting point for language input and analysis, and as
ideas for organizing lesson activities. In EFL context, materials play
particular important roles because they may be the only contact that
learners have with English and offer the only opportunities for them to study target texts. One of the important roles of instructional
materials is to provide the foundation for learners’ understandings of
writing and language use. They are often used to present a focus for
language, such as to scaffold learners’ evolving control of different
texts. Materials that assist learners toward producing clear and
accurate sentences and cohesive texts are obviously very important
when learning to write. This paper aims at discussing the
development of language scaffolding materials in the writing activity
which is based on the genre-based approach. “Scaffolding” in this case is the activity to provide any kind of support for students while they are establishing their understanding of a text and their linguistic competence to create the text. The materials provide input, tasks, and instruction that can be used to encourage and as well as to challenge students. The discussion will be focused on developing materials on four main steps of scaffolding for students of English Department. They are language familiarization, model analysis and manipulation, controlled composition, and guided composition.

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