The Representational Logic and Integration of Writing Scaffolds in Multiple Editions of Junior High School English Textbooks: A Comparison of the Oxford, PEP, and FLTRP Editions and a Teaching Design for Unit 4 “Eat Well” in Grade 7, Book 2

Abstract

Writing competence is a key component of core competencies in junior secondary English education. Writing scaffolds support meaning construction, content generation, discourse organization, accurate expression, and revision, thereby helping overcome formulaic writing. A multidimensional comparison of the Oxford, People’s Education Press (PEP), and Foreign Language Teaching and Research Press (FLTRP) textbook series reveals three distinctive scaffold systems. The Oxford edition explicitly guides the writing process through the progressive sequence of “Plan–Write–Check and Revise,” emphasizing process monitoring and step-by-step instruction. The FLTRP edition strengthens reading-to-writing transfer through prereading preparation, while-reading analysis, prewriting planning, and writing production, with particular attention to model-text analysis. The PEP edition develops a unit-level scaffold through the hierarchical organization of the Opening Page, Section A, Section B, and Reflecting, highlighting unit integration and the progressive development of writing competence. Drawing on their complementary strengths, a classroom plan is designed around the 2a–2c writing sequence in PEP Unit 4. Centered on personal eating habits, the plan incorporates an evidence chain, differentiated scaffolds, and visualized assessment to help students transform textbook resources into the ability to organize and express personal meanings independently.