Literaturnachweis - Detailanzeige
| Autor/in | Adams, Arlene |
|---|---|
| Titel | Teachers of Writing Must Write First. |
| Quelle | (1995), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Cooperation; Elementary Education; Higher Education; Methods Courses; Peer Groups; Preservice Teacher Education; Process Approach (Writing); Writing (Composition); Writing Instruction |
| Abstract | One of the greatest challenges regularly faced in the teaching of writing methods to preservice teachers is the students' lack of models for process writing. Students in methods courses most often come into the course with no experience with using process writing methods. Process writing is an approach that is very different from traditional writing instruction. In one particular methods course, the method used to introduce elementary education majors to the process writing approach was to require them to take part in such an approach. Before beginning the writing process cycle, the students are introduced to the concept of process writing through lecture, class discussions, and readings. Peer conferencing is an important feature of process writing. It is also the most difficulty for many of these students because they find it threatening; nevertheless it is in this area of peer conferencing that most students show a change in their attitude toward process writing. In the journals, students often remark that peer conferencing was not only painless but finally quite helpful. After the initial period of instruction, students proceed to consider audience, function, and format elements in reference to a piece that they will write. Students have free choice of topics and of formats for their writing. At the conclusion of the last conference, students have about 3 weeks to produce a "tentative final draft" of their written piece. (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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