ERIC Number: ED375642
Record Type: RIE
Publication Date: 1993
Student Writing as a Tool for Study of Literature.
Zucker, George K.
A writing exercise used in one college-level introductory Spanish literature course has been found helpful in converting student frustration into a challenge and changing perceptions of the teacher from adversary to ally. When the first reading assignment is due, the teacher tells the students how frustrating the class can be and lets them begin the class session with a 10-minute writing exercise, which can be anonymous, outlining questions and gripes. Subsequent assignments can be couched in terms of the students' concerns. The exercise has also revealed to the teacher some unanticipated problems with the readings, particularly concerning conventions of Spanish prose and dialogue. In other situations, the written reactions have helped accelerate introduction, discussion, and clarification of specific issues in story construction and meaning. Eventually, student comments contained few complaints but focused more on student skills in discovering theme and comprehending text. It is concluded that this method accelerates the comprehension process, increases student sophistication, helps the teacher focus instruction, and improves the teacher-student relationship. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Association of Teachers of Spanish and Portuguese (Phoenix, AZ, August 9-13, 1994).