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Autor/in | Larrotta, Clarena |
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Titel | Creating Original Products and Infomercials to Study Rhetorical Analysis |
Quelle | In: Adult Learning, 28 (2017) 2, S.47-53 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-1595 |
DOI | 10.1177/1045159516663631 |
Schlagwörter | Second Language Learning; English (Second Language); Advanced Students; Writing (Composition); College Students; Rhetorical Criticism; Television Commercials; Student Developed Materials; Student Motivation; Essays; Cooperative Learning; Educational Benefits; Persuasive Discourse; Learning Processes; Decision Making; Planning; Shared Resources and Services; Scaffolding (Teaching Technique); Independent Study; Group Activities; Puerto Rico Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fortgeschrittener; Schreibübung; Collegestudent; Schulische Motivation; Essay; Aufsatzunterricht; Kooperatives Lernen; Bildungsertrag; Persuasion; Persuasive Kommunikation; Learning process; Lernprozess; Decision-making; Entscheidungsfindung; Ablaufplanung; Planungsprozess; Gemeinwirtschaft; Selbststudium; Gruppenaktivität |
Abstract | Rhetorical analysis was a required unit of study for college students enrolled in intermediate English as a second language (ESL) composition. Twenty-six students participated in a project creating an original product and its infomercial. The project aimed at increasing student motivation to continue writing essays in English and providing a space for them to collaborate in small groups to do independent work. The research questions guiding the project were as follows: What are the linguistic gains for ESL students participating in rhetoric practice in a college composition course creating an original product and its infomercial? What can be learned about fostering learner independence as a result of implementing this project? Therefore, the students created infomercials of original products, used persuasion and argumentation strategies, transmitted social messages, and engaged in civic literacy. Independent learning occurred as students worked in small groups and made decisions, planned, applied new/previous knowledge, and shared resources. The students were able to construct knowledge and scaffold each other's learning successfully. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |