Literaturnachweis - Detailanzeige
| Autor/in | Lovejoy, Kim Brian |
|---|---|
| Titel | Self-Directed Writing: Giving Voice to Student Writers |
| Quelle | In: English Journal, 98 (2009) 6, S.79-86 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-8274 |
| Schlagwörter | Writing Assignments; English Instruction; Social Environment; Public Schools; Academic Achievement; Evaluation; Cultural Differences; Linguistics; Writing Ability; Academic Discourse; College Students; Higher Education |
| Abstract | Self-directed writing is an opportunity for teachers to write with their students, and it is writing that ultimately ends up in the student's portfolio at mid-term and end of term. It is one component of a structured writing class in which students also do other writing assignments. It is important for teachers to communicate their expectations of finished pieces. Some teachers and students might think that this kind of writing is "anything goes". Self-directed writing, however, is writing that is taken to completion (a decision the writer makes), communicating something meaningful and employing language effectively, even when it does not conform to edited American English; it holds the reader's attention, is often creative and inventive, and is clear and coherent--all the features that one expects in good writing. Sharing samples of student writing and integrating theories from well-known compositionists, the author offers a rationale for assigning writing that suits students' purposes. (Contains 1 figure.) (ERIC). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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