A Repeal of the Basic Writing Act.

Autor/in	Puma, Vincent D.
Titel	A Repeal of the Basic Writing Act.
Quelle	(1979), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Academic Ability; Basic Skills; Difficulty Level; Discourse Analysis; Higher Education; Linguistic Theory; Sentence Combining; Sentence Structure; Student Characteristics; Teaching Methods; Writing (Composition); Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Basic skill; Grundfertigkeit; Schwierigkeitsgrad; Diskursanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Linguistische Theorie; Satzbau; Satzbildung; Satzstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Writing skill; Schreibfertigkeit
Abstract	The development of alternative instructional activities for use in the basic writing classroom and a description and analysis of four levels of basic writing are the results of a study of basic writing teaching techniques. The linguistic concepts of immediate and transferred utterances and nominal-verbal pairing, and the work of L. Vygotsky on inner and external speech, support the premise that giving form to fragmented concepts and ideas is a sophisticated process transformation of bits and pieces of thought into syntactically articulated discourse that basically involves writing and connecting sentences. The four levels of basic writing can be defined as: (1) the simple transcription of inner speech; (2) transcription of inner speech with nominals inserted; (3) use of the simple sentence as the primary tool of discourse with simple addition as the only rhetorical device; and (4) use of sentences with some coordination and subordination as connecting devices. Instructional activities in the basic writing classroom should include emphasizing ways to connect sentences rather than to construct sentences bringing sentence patterns to students' attention so nominal-verbal pairing might appear in their writing, suggesting punctuation that continues rather than ends a sentence, and using sentence exercises only as they affect the rhetorical connections the students attempt. (Samples of student writing and their writing level characteristics are included.) (AEA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01