ERIC Number: ED421014
Record Type: RIE
Publication Date: 1997
Strategies for Responding to the Writing of ESL Students.
Joyce, Deborah Carolyn
A 12-week study evaluated the use of specific teaching techniques for improving the writing of 7th-grade students of English as a Second Language (ESL) in a process-oriented writing classroom. The subjects, 24 students of varied linguistic backgrounds, were pre-tested during the first week on writing skills, grammar awareness, and writing attitudes and interests. Three weeks of instruction were then devoted to teaching self-editing, three to peer editing, and three to use of teacher-student conferences to discuss writing techniques. Post-testing was conducted during the last 2 weeks. Cooperative learning activities and emphasis on global vs. local errors were stressed throughout. Results indicate only slight gains in self-editing skills, but greater gains with peer editing. Student-teacher conferences were highly effective in improving student writing skills. Possible explanations for the results are discussed. (Contains 40 references.) (MSE)
Descriptors: Classroom Techniques, Cooperative Learning, Editing, English for Academic Purposes, English (Second Language), Error Correction, Grade 7, Grammar, Instructional Effectiveness, Junior High Schools, Peer Evaluation, Second Language Instruction, Second Language Learning, Self Evaluation (Individuals), Teacher Student Relationship, Writing Instruction, Writing Processes
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Curriculum and Instruction Project for the M.A. degree, San Diego State University.