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ERIC Number: ED433444
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 35
Abstractor: N/A
Reference Count: N/A
Seeking the "Phenomenological Nod": Report of an Inquiry into Current Writing Practices in Adult Literacy Programs in Western Canada.
Fahy, Patrick J.; Morgan, Deborah
Shared writing is a technique for working with adult literacy learners that involves all members of the group, including the tutor, in regularly writing together, reading, and hearing each other's work, and occasionally preparing materials for publication to the outside community. In preparation for developing a professional development program for literacy practitioners based on shared writing, two researchers examined the state of the art of teaching of writing in adult literacy programs in western Canada. A total of 60 instructors, tutors, and coordinators from 50 adult and volunteer literacy programs that had been selected as reflecting the best practices in teaching writing at the adult level in western Canada participated in 20-minute telephone interviews. Some of the individuals participated in a Delphi computer conference to explore selected issues raised during the telephone interviews more thoroughly. With the exception of the amount of time to prepare and teach writing, practitioners were generally positive about the writing portion of their program. Most programs were based on one-to-one tutoring. Few professional development opportunities for literacy practitioners were available. Teachers recognized that writing can be a life skill. Similar interviews with adult literacy learners was planned. (Contains 22 references.) (MN)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A