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2022 ◽  
Vol 4 (4) ◽  
pp. p38
Author(s):  
Vibeke Christensen ◽  
Peter Hobel

Students write to learn. Besides, enculturation to the disciplinary discourse happens during writing. Feedback on the assignments from the students scaffolds students’ writing development and learning paths. However, knowledge about the relationship between language, including argumentation in the discipline, on one hand, and the content of the discipline, on the other, is needed. This article is based on a socio-cultural approach to writing in the disciplines, and theory on feedback, and focuses on the relationship between the meso-level of texts (sentences, clauses, word choice) and the content of the discipline.  We discuss how insight into the meso-level of texts may be used to improve and to develop feedback and formative evaluation. Cases from an intervention project in a Danish upper secondary school are included, and indicate that teachers and students assign a lower priority to feedback on the meso-level. This article claims that providing feedback on the meso-level strengthens writing development and students’ learning processes. To illustrate how this may be accomplished two texts are analyzed: one from a history class and one from a biology class.


BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30-42
Author(s):  
Subrata Bhowmik

Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.


2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Erin Vasudevan ◽  
Michael Awad ◽  
Kerry Lin ◽  
Robert Watson ◽  
William Collins

Author(s):  
Zineb Djoub

Portfolios can serve a crucial role in helping students develop their critical thinking in writing, thereby promoting write-to-learn philosophy in education. Still, not any portfolio's content and approach can guarantee the achievement of this goal. Teachers' concern in promoting students' critical thinking needs to be reflected in their decision that is related to the evidences of students' needs that helps to select their approaches of integrating and using them into class. Students' reflection needs to underpin all stages of portfolio assessment through providing opportunities for their decision-making, initiation and creativity. Therefore, this chapter puts forward a student portfolio model along with its content and process of use. This learning tool was integrated within the course of Written Expression and used by 33 students at the Department of English at Abdelhamid Ibn Badis University during the academic year 2013-2014. Recommendations are also provided in order to make it a vehicle for critical thinking.


2019 ◽  
Vol 47 (1) ◽  
pp. 45-49
Author(s):  
Colleen M. Stevenson

This study examined whether a low-stakes write-to-learn (WTL) assignment improved exam performance. Students in one section of a child development course completed five assignments during a semester, whereby they identified 15 key concepts and related them to six themes (e.g., nature and nurture). Students in another section did not. Students who completed the WTL assignments performed significantly better in Exams 2 and 3 than students in the control condition. Within-group analyses indicated that only the students in the WTL condition improved exam performance and maintained that higher level of performance. Results suggest that WTL assignments that require students to review and apply course content produce modest benefits to learning and retention without unduly taxing instructors’ time.


2018 ◽  
Vol 48 (4) ◽  
pp. 469-480
Author(s):  
Kim McDonough ◽  
William J. Crawford
Keyword(s):  

Author(s):  
Marit Grande Haugdal ◽  
Hilde Sundfaer

Fantasy Workshop is a project focused on the active use of a Learning Management System (LMS), itslearning, in teaching and learning in a K-12 blended environment. As teachers in this study, the authors used an LMS as a learning platform in their 6th grade literature class. The focus for the class was creative writing and learning about Fantasy, a fiction genre. The aim of the project was to enable all students, not only those students who love to read and write, to learn about the Fantasy genre in a way that would build on their previous knowledge and interests. In addition, the project was aimed at facilitating students' writing processes in such a way that was meaningful and motivating for all students. Most importantly, as teachers, the authors used this project to establish an effective blended environment that worked for teaching and learning in the 6th grade classroom.


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