Cooperative Writing Response Groups: Revising Global Aspects of Second-Language Writing in a Constrained Educational Environment

Autor/in	Porto, Melina
Titel	Cooperative Writing Response Groups: Revising Global Aspects of Second-Language Writing in a Constrained Educational Environment
Quelle	In: Journal of Further and Higher Education, 40 (2016) 3, S.293-315 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2014.953457
Schlagwörter	Foreign Countries; Collaborative Writing; Second Language Learning; Writing Skills; Skill Development; Writing Improvement; English (Second Language); Reader Text Relationship; Reader Response; Cooperative Learning; Rhetoric; Metacognition; Writing Processes; Program Implementation; Writing (Composition); Writing Instruction; Inferences; Connected Discourse; Argentina + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Leserbrief; Kooperatives Lernen; Rhetorik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibübung; Schreibunterricht; Inference; Inferenz; Argentinien
Abstract	This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners' need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this strategy and show how it has worked in my setting. First, I offer the rationale on which it rests, based on a sociocultural conception of reading and writing. This involves brief considerations about the notions of collaborative writing groups, social responses to texts and coherence in L2 writing. Second, I describe and explain the strategy in detail, and include one handout with specific written instructions (as my learners received them) for the cooperative writing response groups with a focus on coherence, i.e. global aspects of the composing process. Finally, I exemplify the strategy using one learner's written text as a foundation (disclosed by permission). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01