Improving Cohesion in Our Writing: Findings from an Identity Text Workshop with Resettled Refugee Teens

Autor/inn/en	Daniel, Shannon M.; Eley, Caitlin
Titel	Improving Cohesion in Our Writing: Findings from an Identity Text Workshop with Resettled Refugee Teens
Quelle	In: Journal of Adolescent & Adult Literacy, 61 (2018) 4, S.421-431 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.700
Schlagwörter	Self Concept; Collaborative Writing; Essays; Peer Evaluation; Editing; Refugees; Grammar; Writing Workshops; Sociocultural Patterns; Second Language Learning; English (Second Language); Second Language Instruction; Communicative Competence (Languages); Reading Comprehension; Writing Skills; Brainstorming; After School Programs; Secondary School Students; Land Settlement + Suchen Sie Ihr Suchwort? Selbstkonzept; Essay; Aufsatzunterricht; Redaktion; Textbearbeitung; Flüchtling; Grammatik; Soziokulturelle Theorie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Leseverstehen; Writing skill; Schreibfertigkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sekundarschüler; Siedlungsraum
Abstract	Analysis of data in an after-school writing workshop wherein resettled refugee teens were reading and writing identity texts to prepare for achieving their postsecondary goals suggests that a discursive practice of the connective press was productive in helping teens develop cohesion in their writing. Although true communicative competence in an additional language includes grammatical, strategic, sociocultural, and discourse competence, language-learning environments too often focus on grammatical competence only. Because facilitating language learners' development of discourse competence can seem more complex than explicitly teaching grammar, this article offers possibilities for educators working with language learners who strive to enhance their reading comprehension and writing skills. The connective press, which is a prompt for someone to notice or create connections between ideas in different parts of a text, seemed productive for teens as they analyzed texts, brainstormed their writing collaboratively, and peer-edited one another's essays. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01