抄録
In the first part of this paper, the current-traditional writing instruction in Japan is reviewed, and the major paradigm shifts in writing pedagogy, namely, from accuracy to fluency, from teacher-centered to student-centered, and from product-oriented to process-oriented are discussed. In the second part, an experrimental free writing class is briefly introduced with five proposals in adopting free writing instruction in EFL classrooms in Japan and a scoring and evaluation scheme based on communicability and fluency.
