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Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction
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| 3 |
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14
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| 4 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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Creating vocabulary awareness and promoting its use through prewriting graphic organizers in writers workshop
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| 7 |
Adventures in Paragraph Writing: The Development and Refinement of Scalable and Effective Writing Exercises for Large-enrollment Engineering Courses
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In: IMPACT Publications (2014)
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| 8 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!"
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In: Hellmich, Frank [Hrsg.]; Siekmann, Katja [Hrsg.]: Sprechen, Lesen und Schreiben lernen. Erfolgreiche Konzepte der Sprachförderung. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2013, S. 200-214. - (DGLS-Beiträge; 15) (2013)
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| 9 |
Wie sollte ein erfolgreiches Material für Kinder mit LRS aussehen? Theoretische Grundlagen und ein praktisches Beispiel: "Das schaffe ich!" ...
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| 10 |
Student Voices, Students' Right: Language Use in the Composition Classroom and "Students' Right to Their Own Language"
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| 11 |
Teaching summary writing through direct instruction to improve test comprehension for students in ESL/EFL classroom
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Abstract:
Plan B Paper. 2012. Master of Arts-TESOL--University of Wisconsin-River Falls. English Department. ii, 88 leaves. Includes bibliographical references (leaves 60-64). ; In this paper, I will show how teaching summary writing through direct instruction helps students develop text comprehension in ESL/EFL settings. In the first part, I will overview reading-writing connections, introduce Reader-Response Theory, and discuss summary as a primary reading-writing activity. In the second part, I will first briefly define a summary, and then discuss summary for text comprehension, general factors influencing summary writing, and the process of summary writing. More specifically, in the section discussing the summary writing process, I will compare good and poor summarizers, and examine how different L1 and L2 writers' use of paraphrase in summary writing. Then, the recursive nature of summary writing and process rules of summary writing will be further discussed. In addition, I will describe direct instruction on summary writing and how to give feedback on students' summary writing in the later section of the second part. Lastly, I will describe pedagogical application of summary writing in South Korea.
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Keyword:
Education--Korea (South); English language--Composition and exercises--Study and teaching; English language--Study and teaching--Korea (South); Summary writing; TESOL; Writing
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URL: http://digital.library.wisc.edu/1793/61052
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| 12 |
Teaching process writing for intermediate/advanced learners in South Korea
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| 13 |
Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers
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In: ETD Archive (2010)
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| 14 |
The story of writing Macao : a pedagogy for creative writing in a non-native context
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| 15 |
Effects of Online, Collaborative Discourse on Secondary Student Writing: A Case Study of the History and Ecology of an Electronic Exchange
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In: Electronic Theses and Dissertations (2008)
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| 16 |
Teaching the Neglected "R": Rethinking Writing Instruction in Secondary Classrooms
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In: Faculty and Staff Monograph Publications (2007)
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| 18 |
Monitoring understanding in elementary hands -on science through short writing exercises.
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| 19 |
Developing the writing skills of second language students through the activity of writing to a real reader.
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In: Doctoral Dissertations 1896 - February 2014 (2001)
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| 20 |
Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing
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In: Virtual Press (1999)
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