empowering english writing students: reflecting on aspects of the process that helped me most?

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ID: 258757
2017
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Abstract
Process-oriented writing instruction has been advocated for both L1 and L2 writing classrooms since the 1960s.  Empowering learner autonomy may best occur through non-direct instruction (Rogers & Freiberg, 1994), engaging students in social learning (Vygotsky, 1978) and creating workshop-like classrooms (Murray, 2004).  Any number of techniques can be used, preferably in-sync with each other, to accomplish such an approach.  This study will examine the results of some recent action research in the classroom to attempt to ascertain among various process-techniques, designed to accomplish the aforementioned aspects of process-oriented instruction, which techniques (CODA paradigm / rubrics, journals, peer reviews, teacher conferences, etc.) were most useful to developmental students, especially from their own points of view.  Student voices were collected through oral presentations, instructor evaluations, and classroom observations in an American classroom where native English speaking and non-native English speaking writers wrestled with freshman level developmental writing side-by-side.
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walker2017lltempowering Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Deron Walker
Journal biopolymers
Year 2017
DOI
DOI not found
URL
http://e-journal.usd.ac.id/index.php/LLT/article/view/714
Keywords
peer review linguistics journals Peer Review linguistics

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