Curriculum Outline for Teaching Writing to Adults: Intended Learning Outcomes, Strategies, Suggestions and Resources. Resource Series for Teaching Writing to Adults.

Institution	State Univ. of New York, Albany. Two Year Coll. Development Center.
Titel	Curriculum Outline for Teaching Writing to Adults: Intended Learning Outcomes, Strategies, Suggestions and Resources. Resource Series for Teaching Writing to Adults.
Quelle	(1988), (58 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Adult Programs; Adult Students; Classroom Techniques; Content Area Writing; Curriculum Development; Educational Resources; High School Equivalency Programs; Learning Activities; Literacy Education; Program Development; Spelling; Writing Exercises; Writing Improvement; Writing Instruction; Writing Skills; General Educational Development Tests + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Schriftliche Übung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsmittel; Lernaktivität; Programmplanung; Schreibweise; Schreibübung; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	This document was developed as a resource for teacher trainers and adult educators who are teaching writing to adults. It has been designed to provide suggested intended learning outcomes, instructional strategies, and resources in an easy-to-use format. Most of the document is a chart that lists 10 intended learning outcomes, with parallel columns of strategies and suggestions for teaching writing to adult basic education and high school equivalency students. Recommended resources are also listed. The intended learning outcomes are derived from two principles: (1) they reflect the research that supports the teaching of writing as a process that begins with thinking and planning, progresses to writing a first draft, continues to revising, and concludes by preparing a final draft; and (2) they are directly related to the criteria of effective writing by which the General Educational Development writing sample is evaluated. Appendixes provide samples, checklists, forms, and a 58-item bibliography. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC