Literaturnachweis - Detailanzeige
| Autor/in | Freedman, Aviva |
|---|---|
| Titel | A Theoretic Context for the Writing Lab. |
| Quelle | (1980), (22 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Higher Education; Individual Instruction; Rhetoric; Secondary Education; Teaching Methods; Tutoring; Writing (Composition); Writing Instruction; Writing Processes Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelles Lernen; Rhetorik; Sekundarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Schreibübung; Schreibunterricht |
| Abstract | A brief overview of the history of teaching writing reveals a shift from an emphasis on the composed product to the composing process and provides writing teachers who work one-to-one with students with a theoretical seven-stage model of the composing process: starting-point, exploration, incubation, illumination, composing, reformulation, and editing. The sequence of stages is recursive rather than linear, and instructional intervention should be located at four critical points. At the starting-point stage, teachers should involve students in individualized discussion that directs the student through a process of inquiry and clarifies the nature of the assignment. At the exploration or preparatory stage, students should be taught how to amass, contrast, evaluate, analyze, and synthesize data, using developed heuristic strategies. They need to be left alone during the incubation and illumination stages and to be encouraged during the actual composing stage to trust their writing, unfettered by worries about grammatical or editorial details. In the reformulation stage, students need instruction on how to produce a final text in which clarity, logic, unity, organization, and stylistic variation are considered. In the final stage, editing, programed materials can be used, freeing teachers for more demanding and meaningful tasks. (AEA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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