Reconstructing Better Writing: Using Summary Reconstruction Tasks to Promote Languaging While Conveying Meaning

Autor/in	Manning, Shaun Justin
Titel	Reconstructing Better Writing: Using Summary Reconstruction Tasks to Promote Languaging While Conveying Meaning
Quelle	In: TESL-EJ, 25 (2021) 3, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Writing Processes; Undergraduate Students; Grammar; Writing Instruction; Writing Skills; Collaborative Writing; Syntax; Accuracy; Punctuation; Essays; Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Native Language; Korean; Language Usage; Teaching Methods; Language Fluency; Writing Evaluation; South Korea + Suchen Sie Ihr Suchwort? Grammatik; Schreibunterricht; Writing skill; Schreibfertigkeit; Interpunktion; Essay; Aufsatzunterricht; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Koreanisch; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Korea; Republik
Abstract	This study investigates the influence of a grammatical reconstruction task on talk and subsequent individual writing. In a South Korean university, two classes alternated learning conditions, between 'read-summarize-write' and 'read-reconstruct-write'. In the summarize condition, small groups collaborated to create a summary of the reading; in the reconstruction condition, small groups collaborated on a summary reconstruction task. This was an activity in which the teacher first wrote a summary of the reading and then removed all the grammar words, punctuation, and capitalized letters, leaving only the content words. Students had to reconstruct the original summary. In the last phase of the lesson, students wrote an essay on the same topic as the reading. The in-class talk was analysed for differences and the complexity, accuracy, and fluency of the writing were calculated. Results showed the collaborative summary prompted discussion about the ideational content of the summary, whereas the reconstruction task promoted talk about which grammatical forms to use. Subsequent individual writing was impacted; accuracy improved after the reconstruction task with no loss of fluency. Fluency increased in both conditions when compared to pre-tests, while syntactic and lexical complexity of the writing was unaffected by condition. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01