The Role of Pre-writing in Teaching Postgraduate Students How to Write Blog Articles. A Case Study on Topic Formulation
The Role of Pre-writing in Teaching Postgraduate Students How to Write Blog Articles. A Case Study on Topic Formulation

Summary/Abstract: The article examines the role of pre-writing activities in teaching adult learners how to write blog articles, with a specific focus on topic formulation. It is situated within the framework of process-oriented writing instruction and andragogy, which emphasize active participation, reflection, and learner autonomy. The study involved postgraduate students from content marketing and copywriting programs who were tasked with brainstorming topics for a blog content cluster on the theme "learning English with AI". The methodology employed both quantitative and qualitative analyses to evaluate the topics generated by students. Findings indicate that while 30% of topics met the assignment's objectives, the majority exhibited issues such as overly broad scope, misalignment with the blog format, or confusion between a topic and a title. Content marketing students demonstrated a greater ability to narrow thematic scope, whereas copywriting students often prioritized creativity and engagement, resulting in general or overly specific topics. The study emphasizes the importance of structured pre-writing instruction in enhancing learners' ability to define thematic scope and align their work with the unique demands of blog writing. It concludes that teaching pre-writing as a collaborative process helps develop skills transferable to digital and professional contexts. The findings also highlight the need for further research into pre-writing strategies across diverse genres and their long-term impact on writing competence.

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