Moving Student Writers Forward With Mentor Texts

2014 ◽  
pp. 37-53
Author(s):  
Lynne Dorfman ◽  
Rose Cappelli
Keyword(s):  
Student Writers ◽  
Mentor Texts

A Left Turn: Automated Feedback and Activity Generation for Student Writers

2016 ◽  
Author(s):  
Jill Burstein ◽  
Beata Beigman Klebanov ◽  
Norbert Elliot ◽  
Hillary Molloy
Keyword(s):  
Student Writers ◽  
Left Turn ◽  
Activity Generation ◽  
Automated Feedback

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

2018 ◽  
Vol 62 (3) ◽  
pp. 301-310 ◽  
Author(s):  
Zoi A. Traga Philippakos ◽  
Charles A. MacArthur ◽  
Sarah Munsell
Keyword(s):  
College Student ◽  
Student Writers ◽  
Evaluation Strategies

scholarly journals EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

2012 ◽  
pp. 407-422 ◽  
Author(s):  
Mohammad Alnufaie ◽  
Michael Grenfell
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Writing Strategies ◽  
Writing Classes ◽  
Student Writers ◽  
Efl Students ◽  
Second Year ◽  
Process Oriented ◽  
Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

scholarly journals Negotiating between the Constant and the Changing: Balancing Acts in the Training of Writing Teachers

2015 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Heping Zhao
Keyword(s):  
Graduate Students ◽  
Learning Experience ◽  
Minimal Amount ◽  
College Level ◽  
Literature And Linguistics ◽  
Student Writers ◽  
Comparative Rhetoric ◽  
Individualized Approach ◽  
Major Factors ◽  
Ta Training

TA training is an important component of any rhetoric/composition program in American universities. As a faculty member in the Department of English, Comparative Literature, and Linguistics with a specialty in classical oratory and comparative rhetoric, I have been training TAs for over a decade as a significant portion of my teaching assignment. In my presentation, I would like to discuss the major factors that affect the quality of the TA training program and ways to balance these factors to maximize the learning experience for the TAs. TAs, short for “teaching assistants” or “teaching associates,” are graduate students in English who are assigned to teach a writing class or two, usually of beginning college level. It is essential that these graduate students be provided with detailed hands-on training both in theory and in practice every step of the way in order for them to feel confident and comfortable in the classroom. My role as their teacher and supervising instructor is to provide them with fundamental training, laying a solid foundation for them to grow professionally. As I see it, four major factors interact in the TA training process: the available theory, the institutional and academic expectations, the class of student writers they each teach, and the TAs themselves as a team. Some of these factors are relatively constant; others are fluid and always changing. They often present fresh challenges when they interact in the writing classroom. I would like to explore how these factors act upon each other and complement each other as I try to create an environment in which the TAs feel encouraged to learn and experiment on their own with a minimal amount of guidance. I will argue that, based on my years of experience and on the reflections by the TAs themselves, it is of critical importance that the focus be placed on the balancing of the four factors in an individualized approach for TA training.

scholarly journals Helping Second Language Student Writers Improve Their Revision

2021 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Wenzhe Kang ◽  
Ruiyi Zhang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Comprehensive Evaluation ◽  
Native English Speakers ◽  
English Speakers ◽  
Student Writers ◽  
Writing Ability ◽  
Language Students

Writing ability is a comprehensive evaluation of language learning level. Nowadays, most universities offer writing-related courses to help students lay a good foundation for writing and contribute to their subsequent studies. Compared with native English speakers, second language learners need to do more revision, which is a great challenge for second language learners. Therefore, in this paper, the aim is to make the second language students understand and apply the revision correctly.    

scholarly journals Neutralizing Trade-off Effect between Accuracy and Fluency in EFL Writing by Mentor Text Modeling: Cognitive Complexity in Focus

2018 ◽  
Vol 7 (2) ◽  
pp. 134 ◽  
Author(s):  
Reza Biria ◽  
Farahnaz Liaghat
Keyword(s):  
Cognitive Complexity ◽  
Teaching Writing ◽  
Approaches To Teaching ◽  
Trade Off ◽  
Efl Learners ◽  
Writing Instructions ◽  
Mentor Texts ◽  
Improving Accuracy ◽  
Traditional Approaches ◽  
Writing Competence

The present study sought to explore the efficacy of a brand-new approach to teaching writing called mentor text modeling in neutralizing trade-off effect between accuracy and fluency in writing tasks with different levels of cognitive complexity. To this end, a total of 60 (30 male and 30 female) Iranian EFL learners were randomly selected and assigned to three groups of comparison, each containing 20 (10 male and 10 female) learners. Employing a pretest/posttest experimental design, learners of the three groups received instruction on advanced writing during an 11-week course. At the commencement of the course, the learners’ fluency and accuracy in writing were gaged through three writing tasks with high, moderate, and low levels of cognitive complexity. Having been exposed to the same instructional input, the learners of each group underwent writing instructions based on one of three approaches to teaching writing, namely, mentor text modeling, product-based approach, and process-based approach. At the end of the study course, the learners’ writing performance was assessed on three tasks parallel to the pretest measures. Results of running correlation analysis indicated that contrary to the two traditional approaches to teaching writing, mentor text modeling was capable of improving accuracy and fluency simultaneously and, as a result, was found to be effective in neutralizing the trade-off effect between accuracy and fluency in writing tasks with high, moderate, and low cognitive complexity levels. The study’s finding may urge EFL teachers to include mentor texts while teaching writing to realize a balanced improvement in EFL learners’ writing competence. 

scholarly journals EFL Students 'Unmotivation' toward Writing Classroom: Bangladeshi University Teachers' Narrative Reflections

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 46-63
Author(s):  
Shuvo Saha
Keyword(s):  
Narrative Inquiry ◽  
Lesson Planning ◽  
National Level ◽  
Writing Classroom ◽  
Theoretical Construct ◽  
Student Writers ◽  
University Teachers ◽  
Writing Class ◽  
Efl Teachers ◽  
Efl Students

In L2 research tradition worldwide the concept of motivation has evolved as a well researched, theoretical construct. On the contrary, the notion “unmotivation” (Sakui & Cowie, 2012) has remained equally underresearched as an area of study. The present study is an attempt to embark on scholarly investigation on learner unmotivation in the context of Bangladesh. Here, four EFL teachers from three different universities offer narratives on student writers’ unmotivation in writing class. The participants reveal the factors causing learner unmotivation as well as share the strategies for handling unmotivation. According to the participant teachers, factors yielding unmotivation in student writers include personal, social, and national level factors, alongside teachers’ lesson planning and teaching. To address these factors actions such as reinforcing students positively, offering them freedom during learning, notifying them early about a lesson’s significance and objectives, and revising the approach to providing feedback can be effective. On the basis of these findings, derived through Narrative inquiry (Barkhuizen, Benson, & Chik, 2014), the research offers some pedagogical and research implications at the end.

scholarly journals Effects of Process-Genre Approach on Writing Anxiety among English Academic Writing Learners in Pakistan

2020 ◽  
Vol 6 (2) ◽  
pp. 741-752
Author(s):  
Abrar Ajmal ◽  
Humaira Irfan
Keyword(s):  
Academic Writing ◽  
Control Group ◽  
Esl Writing ◽  
Writing Anxiety ◽  
Student Writers ◽  
Before And After ◽  
Language Writing ◽  
Quasi Experimental ◽  
Product Approach ◽  
Writing Instructors

Writing ability is a prerequisite to be successful in academic pursuits. Pakistani student writers experience a range of issues, including psychological, cognitive, social, and linguistic when they write. Writing instructors need to use appropriate teaching strategies and methodologies to tackle writing-related issues (Khan & Zaki, 2018). Most of the Pakistani ESL writing students are educated through the stereotypical teacher-centered Product Approach focuses on the memorization of ready-made answers. As a result, the learners face great challenges; ESL writing Anxiety is one of the major challenges (Gopang, Bughio, & Pathan, 2018). The aim of this quasi-experimental study based on predominantly the post-positivist and the marginally pragmatic philosophical framework is to explore the effects of the Process-Genre Approach (PGA) on writing anxiety among ESL intermediate/pre-university students in Pakistan. The research tools were included to collect data: Second Language Writing Anxiety Inventory (SLWAI), 22-item multidimensional questionnaire, and interviews to investigate the effects of the experiment on writing apprehensions. Data were collected before and after the designed academic writing module based on the Process-Genre approach and pair sample t-test was applied to yield statistically significant results showing that average writing anxiety score was reduced from 77.17 to 66.72 among control group and from 73.57 to 50.25 among the experimental group. Quantities data collected through interviews were analyzed using thematic analysis also supplement that the treatment was effective to reduce writing anxiety.

scholarly journals Writing on the Ground

2017 ◽  
Vol 27 ◽  
pp. 19-23 ◽  
Author(s):  
Janna Klostermann
Keyword(s):  
Social Practice ◽  
University Administrators ◽  
Student Writers ◽  
The Everyday ◽  
Recent Statement ◽  
A Site ◽  
The University

This essay responds to the recent “Statement on Writing Centres and Staffing” (Graves, 2016), making visible differing conceptualizations of writing in it. More particularly, I will make visible traces of the statement that position writing as a measurable skill, aligning with the priorities of university administrators, and traces of the statement that position writing as a complex social practice, aligning with the needs of student writers and writing centre tutors/specialists. I trouble understandings of writing that maintain the university as a site of exclusion, while pushing for future contributions that take seriously the everyday, on the ground work of student writers and writing centre tutors/specialists.

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