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ERIC Number: ED238005
Record Type: RIE
Publication Date: 1983-Mar
Pages: 16
Abstractor: N/A
Reference Count: 0
Identification, Rewriting, Mastery: Alternative Exercises for Basic and Introductory Students.
Friedmann, Thomas
To learn correct grammar, developmental students must practice writing correctly. However, the traditional exercises offered in handbooks, workbooks, and textbooks not only fail to provide habituation in correctness, they actually provide practice in "wrongness." Instead of isolating individual problems, they promote confusion by linking them. Alternative exercises should be designed with the following principles in mind: each exercise teaches only one specific skill, is nonerror based, and is ideally a short, organized essay. Using these principles, exercises can be constructed for the writing lab or basic/introductory classroom as a sequence. The first exercise familiarizes students with correct versions of the grammatical situation they are attempting to master. The second exercise, which enables students to practice the required skills through rewriting, has students select the word or words they think need to be rewritten. After the selections are checked by an instructor, students make the changes they feel are necessary, always rewriting the entire selection. Finally, students are given a mastery test. Rather than use the familiar multiple choice, fill in, or error based exercises, students write controlled and guided compositions, specifically designed to elicit the particular grammatical situation the exercises have been attempting to teach. (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (34th, Detroit, MI, March 17-19, 1983).