Literaturnachweis - Detailanzeige
| Autor/inn/en | Peyton, Joy Kreeft; und weitere |
|---|---|
| Institution | Center for Applied Linguistics, Washington, DC. |
| Titel | Beyond Writing Assignments: The Influence of Communicative Context on ESL Students' Writing. |
| Quelle | (1988), (60 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Assignments; Cohesion (Written Composition); Comparative Analysis; Elementary Education; English (Second Language); Grade 6; Self Expression; Writing Exercises; Writing Instruction; Writing Skills |
| Abstract | A study of the writing of 12 sixth-grade students of English as a second language (ESL) compared the quantity and maturity of writing in three assigned tasks and unassigned entries in dialogue journals. The assigned tasks varied in topic control, audience, and purpose. Qualities of the writing were examined using measures of quantity, complexity, topic focus, and cohesion. Results show that the quantity and maturity of the dialogue journal writing was at least equivalent to that of the assigned writing on all measures, and in many cases showed more complex linguistic expression. The findings suggest that ESL students may explore and demonstrate a more complete range of their writing abilities in unassigned writing about personally chosen topics than in assigned writing about teacher-selected topics. It is argued, therefore, that both kinds of writing are a necessary part of an ESL writing program. (Author/MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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