ERIC Number: ED409720
Record Type: RIE
Publication Date: 1996-Dec
Helping Secondary ESOL Students To Develop Basic Writing Skills through Process Writing and Publication.
Bhebe, Cindy L.
A 12-week practicum testing a method for improving writing skills and self-esteem among secondary school students learning English for speakers of other languages (ESOL) is reported. Thirteen students in a larger class at one school were identified for participation, and placed in small heterogeneous groups by skill level. Groups selected writing tasks for a student newsletter, including an advice column, issues and interviews, human interest stories, a comic strip, production, and editing. Individual students completed writing tasks, received feedback through peer conferencing within groups, and revised their writing. Weekly language and writing skills practice was also provided. Student progress was measured by pre- and post-course writing assessments and an attitudinal survey of students. Seven students remained at the school to complete the study. Results show some improvement in student writing skills and indicate the student newsletter was a motivating factor for students. The study's objectives were partially met. Appended materials include evaluation materials, weekly activities and supplemental resources, pre- and post-instruction writing samples, individual writing samples produced during process writing, and a sample of the student newsletter. (MSE)
Descriptors: Achievement Gains, Class Activities, English (Second Language), Heterogeneous Grouping, High Schools, Instructional Effectiveness, Limited English Speaking, Peer Evaluation, Peer Teaching, Second Language Instruction, Self Esteem, Student Evaluation, Writing for Publication, Writing Instruction, Writing Processes
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Southeastern University, Florida.