Incorporates interactive and communicative activities while focusing on skill building to prepare students for academic content. This title focusses on the writing skills of the student as well as grammar. It includes: instructor's manuals, audio programs for L/S, and, video demos.
Incorporates interactive and communicative activities while focusing on skill building to prepare students for academic content.
A guide for teaching all your students the skills they need to be successful writers The 25 mini-lessons provided in this book are designed to develop students’ self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) mini-lesson model devised by the authors, the activities show teachers how to scaffold the writing strategies that students need in order to take control of their independent writing. Reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more Offers ideas for helping students revise, check, and monitor their writing assignments Explains the author's proven SCAMPER model that is appropriate for students in grades K-3 Let Richards and Lassonde—two experts in the field of childhood education—guide you through these proven strategies for enhancing young children's writing skills.
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This phenomenological study explored how students of varying levels of self-efficacy and writing ability experienced feedback on their writing. Phenomenological research is based upon the belief that our understanding of the world is best explained through the perceptions of individual experiences. By understanding student perceptions of feedback, it was the goal of this study to explore how self-efficacy for self-regulated writing and writing ability shape student reception of feedback. Four research questions were developed to guide this study. The research questions were: (a) how do students of varying levels of self-efficacy for writing perceive feedback, (b) how do students of varying levels of self-efficacy for writing use feedback, (c) how do students of varying levels of writing ability perceive feedback, and (d) how do students of varying levels of writing ability use feedback. To answer these questions, 16 students enrolled in grade 11, United States history class were interviewed twice--first upon receiving written feedback from the teacher and again after making essay revisions. Interviews were transcribed and coded to reveal 11 themes organized into three clusters explaining how students perceived effective feedback, the impact that feedback had on student affect, and the actions students took as a result of feedback. Student use of feedback at the task, process, and regulatory level was also analyzed using a feedback uptake analysis protocol designed specifically for this study. Findings suggest that students categorized as having a high level of self-efficacy and a high writing ability shared a perception with students categorized as having a low self-efficacy and low writing ability of what makes feedback effective. Student perceptions differed between groups regarding the impact that feedback had on affect and the actions students took as a result of feedback. Findings also reveal students with a high self-efficacy and high ability received more process and regulatory feedback, whereas students with a low self-efficacy and low writing ability received more task feedback. Recommendations for future research are discussed and a model of feedback processing is presented that suggests teachers adopt a co-constructivist approach to offering feedback, requiring feedback to be designed based upon individual student need.
By understanding student perceptions of feedback, it was the goal of this study to explore how self-efficacy for self-regulated writing and writing ability shape student reception of feedback.
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Abstract: Genre theory has greatly influenced ESP/EAP writing instruction, but little is known about the perspectives of the students and how they learn in genre-based writing classrooms. This study investigated the learning of four first year international students enrolled in a two-course sequence of ESP/EAP writing to see how learners respond to genre-based writing instruction. The participants were selected according to their level of study (M.A., PhD) and their disciplines (Science, Education). I was the teacher of both courses. In the classroom, the students were first introduced to a typical version of a genre that was introduced in the textbook; then, in groups, they analyzed how this genre was realized in their own disciplines. The students were then required to write three drafts of this genre individually, using contents from their own disciplines. They met with me for a one-on-one tutorial after submitting the first draft and received a letter grade for the third draft. Written feedback was given for all three drafts. Observation notes from the classroom, audio-recordings of the tutorials, and drafts of the students were analyzed using the interpretive participant observational framework proposed by Erickson (1986). The findings demonstrate that each student needed to travel what I call the interpretive distance, the distance between the model version of the genre to the actual application of it into their own disciplines. By completing each assignment and traveling the interpretive distance repeatedly during the two quarters, each student was able to identify specific roadblocks that inhibited themselves from navigating the interpretive journey independently. These roadblocks were different combinations of (1) an understanding of genre, (2) language proficiency, and (3) knowledge of their disciplinary field. The four cases are illustrative of the interpretive distance because for each participant, one aspect of genre writing was invisible to them, and their drafts vividly reflected this. The three possible roadblocks in traveling the interpretive distance that I identify in this study are all aspects of genre that require an unspecified amount of time to master. Thus, it is unrealistic for genre-based writing instruction to promise that the student will master how to write a specific academic genre by the end of the course, or in this case, sequence of courses. Rather, the most important role of genre based instruction is to equip the student with an awareness of what to look out for when traveling the interpretive journey. This study contributes to the existing discussion of how ESP/EAP can address the specific needs of the learners by providing a description of what it looks like to teach "specifically," and, at the same time, equip the students with academic literacy (of which genre knowledge is a big part).
Abstract: Genre theory has greatly influenced ESP/EAP writing instruction, but little is known about the perspectives of the students and how they learn in genre-based writing classrooms.
Located between critical applied linguistics and the study of education, this volume emphasizes the importance of alerting potential (L1 and L2) teachers to the politics of their professional worlds. Vai Ramanathan argues that teachers-in-training can become more reflective and critical if alerted to the political implications of their programs, curricular materials, and methods.
Located between critical applied linguistics and the study of education, this volume emphasizes the importance of alerting potential (L1 and L2) teachers to the politics of their professional worlds.
