Creating Original Products and Infomercials to Study Rhetorical Analysis

Autor/in	Larrotta, Clarena
Titel	Creating Original Products and Infomercials to Study Rhetorical Analysis
Quelle	In: Adult Learning, 28 (2017) 2, S.47-53 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159516663631
Schlagwörter	Second Language Learning; English (Second Language); Advanced Students; Writing (Composition); College Students; Rhetorical Criticism; Television Commercials; Student Developed Materials; Student Motivation; Essays; Cooperative Learning; Educational Benefits; Persuasive Discourse; Learning Processes; Decision Making; Planning; Shared Resources and Services; Scaffolding (Teaching Technique); Independent Study; Group Activities; Puerto Rico + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fortgeschrittener; Schreibübung; Collegestudent; Schulische Motivation; Essay; Aufsatzunterricht; Kooperatives Lernen; Bildungsertrag; Persuasion; Persuasive Kommunikation; Learning process; Lernprozess; Decision-making; Entscheidungsfindung; Ablaufplanung; Planungsprozess; Gemeinwirtschaft; Selbststudium; Gruppenaktivität
Abstract	Rhetorical analysis was a required unit of study for college students enrolled in intermediate English as a second language (ESL) composition. Twenty-six students participated in a project creating an original product and its infomercial. The project aimed at increasing student motivation to continue writing essays in English and providing a space for them to collaborate in small groups to do independent work. The research questions guiding the project were as follows: What are the linguistic gains for ESL students participating in rhetoric practice in a college composition course creating an original product and its infomercial? What can be learned about fostering learner independence as a result of implementing this project? Therefore, the students created infomercials of original products, used persuasion and argumentation strategies, transmitted social messages, and engaged in civic literacy. Independent learning occurred as students worked in small groups and made decisions, planned, applied new/previous knowledge, and shared resources. The students were able to construct knowledge and scaffold each other's learning successfully. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01