A Dozen Heads Are Better than One: Collaborative Writing in Genre-Based Pedagogy

Autor/inn/en	Caplan, Nigel A.; Farling, Monica
Titel	A Dozen Heads Are Better than One: Collaborative Writing in Genre-Based Pedagogy
Quelle	In: TESOL Journal, 8 (2017) 3, S.564-581 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.287
Schlagwörter	Collaborative Writing; Writing Instruction; Literary Genres; Scaffolding (Teaching Technique); Advanced Courses; English Language Learners; Essays; Writing Assignments; Language Acquisition; Writing Skills; Writing Improvement; Outcomes of Education + Suchen Sie Ihr Suchwort? Schreibunterricht; Literarische Form; Fortgeschrittenenunterricht; Essay; Aufsatzunterricht; Sprachaneignung; Spracherwerb; Writing skill; Schreibfertigkeit; Lernleistung; Schulerfolg
Abstract	Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a genre are made explicit to learners through analysis of mentor texts (deconstruction), following which teachers and students together compose a new text in the target genre (joint construction), and only then do students write their own texts (independent construction). The authors describe how they implemented the TLC in a high-intermediate intensive course in English as a second language by redesigning traditional five-paragraph essay assignments into meaningful genre instruction. Examples discussed include online product reviews, professional emails, and restaurant reviews. The key stage of the TLC, teacher-led, whole-class collaborative writing, is shown to promote the development of language and writing skills by making linguistic, rhetorical, and strategic choices visible. As a result, students appear to internalize language they have negotiated in the joint construction and transfer their learning to subsequent independent writing. The authors conclude with implications of genre-based pedagogy for writing instruction in different educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01