A Writing Design: Using Abstracts in the Writing Process

In 2004, a report was issued to the American Congress concerning the writing deficiencies in the workplace of recent graduates of American colleges, universities, and high schools. Bearing these findings in mind, I postulate that the abstract can play a valuable role as an academic writing tool in the learning and teaching of French-language composition that may also prepare students for future professional forms of written communication. In this discussion and subsequent Appendices, I propose how one may use abstracts to support a "coordinated approach" to writing instruction at particularly (but not exclusively) advanced levels of French post/secondary education.