A Proposed Literature-Based Syllabus for EAP Writing

Autor/inn/en	Perkins, Kyle; Jiang, Xuan
Titel	A Proposed Literature-Based Syllabus for EAP Writing
Quelle	In: Journal of Global Education and Research, 4 (2020) 1, S.48-61, Artikel 4 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2577-5081
Schlagwörter	English for Academic Purposes; Literature; Writing Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Syntax; Literary Genres; Reading Writing Relationship; Advanced Students; Course Descriptions; Reading Comprehension; Writing Skills; Teaching Methods; Metacognition; Writing Strategies; Scaffolding (Teaching Technique); Foreign Students; College Students + Suchen Sie Ihr Suchwort? Literatur; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Literarische Form; Fortgeschrittener; Kursstrukturplan; Leseverstehen; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibtechnik; Collegestudent
Abstract	This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purpose (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format include the following: (1) extended writing about a text, or texts, should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature, as writerly reading, will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the inter-dependency of reading and writing. (As Provided).
Anmerkungen	University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01