Yifan Chen
Xinjiang University, Wulumuqi 830002, Xinjiang, China.
*Corresponding author: Yifan Chen
Abstract
This study, employing a multiple case study approach, explores how brainstorming as a pre-writing strategy enhances essay-structure competence among Chinese high school EFL students. It addresses the observed over-reliance on memorized templates among students, which often leads to mechanical writing and a lack of independent structuring ability. Grounded in the process approach to writing instruction, the study investigates how brainstorming activates students’ background knowledge and facilitates the transition from idea generation to textual organization. Through four classroom cases focused on writing a recipe, a movie review, an application letter, and a continuation task, the study illustrates specific brainstorming techniques such as collaborative categorization, consolidation of linking words, role-play, and sequential story-chaining. Findings from student writings and reflections indicate evident improvements in structuring paragraphs, enhancing logical connectivity, designing decent openings and closings, and constructing coherent and creative plots. The study concludes that applying brainstorming in high school English writing lessons effectively strengthens students’ ability in essay planning and structuring, achieving effective progress beyond the limitations of template dependency.
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How to cite this paper
Enhancing High School Students’ Essay Structure Through Brainstorming—A Multiple Case Study in Chinese EFL Classrooms
How to cite this paper: Yifan Chen. (2025) Enhancing High School Students’ Essay Structure Through Brainstorming—A Multiple Case Study in Chinese EFL Classrooms. Journal of Humanities, Arts and Social Science, 9(10), 2006-2011.
DOI: http://dx.doi.org/10.26855/jhass.2025.10.028