Teaching the Writing Process through Full Dyadic Writing.

Autor/inn/en	Aghbar, Ali-Asghar; Alam, Mohammed
Titel	Teaching the Writing Process through Full Dyadic Writing.
Quelle	(1992), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Research; Classroom Techniques; Collaborative Writing; College Students; Comparative Analysis; Cooperative Learning; English (Second Language); Freshman Composition; Group Dynamics; Higher Education; Instructional Effectiveness; Interpersonal Communication; Language Research; Process Approach (Writing); Scores; Second Language Instruction; Student Projects; Teaching Methods; Videotape Recordings; Writing Instruction + Suchen Sie Ihr Suchwort? Klassenführung; Collegestudent; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Interpersonale Kommunikation; Sprachforschung; Prozessorientiertes Schreiben; Fremdsprachenunterricht; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	A study investigated the effectiveness of full dyadic writing as a technique for teaching writing to students of English as a Second Language (ESL). Subjects were 31 college students of diverse cultural backgrounds enrolled in ESL sections of freshman English. Each chose a partner with a different native language with whom to write two essays, the first and fifth of the course. For the first, three pairs volunteered to have the entire writing process videotaped for closer observation. Scores on the first dyadic essay were compared with the second essay of the course, written individually, and scores on the second dyadic essay were compared with individual scores of the fourth essay of the course. Students also recorded reactions to collaborative writing after each dyadic essay. Results indicate students performed better on the first dyadic essay than on the subsequent individual essay, but showed no gain in the second dyadic essay over the other individual assignment examined. The taped dyads showed very different dynamics of cooperation. Responses to the first dyadic assignment were overwhelmingly positive. Comments on the second dyadic assignment were more general and included more negative reactions. The technique is seen as useful for both teaching and research. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01