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Inquiry, v16 n1 p31-39 Spr 2011

The idea of process based writing has been in vogue since the seventies in which students compose essays in drafts and are able to reflect on past weaknesses and strengths. The teacher's role in facilitating this reflection is often referred to as error correction. In ESL, the effectiveness of this role has been under debate because teachers tend to focus on surface level errors, and students are only able to focus on a limited numbers of corrections at a time. The author's colleagues often complain that students do not even read the comments they spend hours writing on their papers or respond to these comments in revisions. Additionally, students are reluctant to take on challenging revisions that require clarification in argument or more research. Using learner generated materials and self review are parts of the author's instructional strategy, focused on engaging her students in process based writing that attempts to address these issues. This article describes how the author uses this innovative approach to improve students' ability to evaluate their own writing which combines self review with the cutting edge ESL technique of Learner Generated Materials.

Descriptors: Educational Strategies, Error Correction, Reading Instruction, English (Second Language), Writing Instruction, Learner Engagement, Teaching Methods, Learning Strategies, Colleges

Virginia Community Colleges Association and Virginia Community College System. 101 North 14th Street, Richmond, VA 23219. Tel: 804-819-4666; Fax: 804-819-4771; Web site: http://www.vccaedu.org/inquiry

Autor: Thomas, Erin Ann

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4159&id=EJ952024

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