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writing second language learning - Coggle Diagram
writing second language learning
writing plays a facilitative role- helps the learners to consult their explicit knowledge as they monitor and review- a chance for language improvement (The potential role(s) of writing in second language development-elseiver)
collaborative writing has some constraints-but collaborative learning enables more social interactions/
on second language learning
by
language
consider 'pieneman's 'teachability hypothesis'
allow negotiation while writing- give closed task- because correction error is less possible in open task-closed task requires text-responsible writing(Leki and carson, 1997)
standardise L2 writing- construct of l2 writing, 2. ascertaining what students have learned, 3. relating L2 abilities to other modes of communication 4. accounting for variability among language varieties /a rigorous, systematic and extensive study is essential
common European Framework for Language Learning, Teaching and Assessment.
limitations in valid assessment constrains L2 writing/ its important to define what model of writing to be used for measuring the students writing skills
Include in the first part of the paper (i have a whole bunch of ideas and write down until my supply of ideas is exhausted. Then I might try to think of more ideas up to the point when you cant get any more ideas that are worth putting down on paper and then I would end it. )- knowledge telling
knowledge transferring - Generally, i write many things over . all my thoughts are second thoughts . And I correct each page a great deal or rewrite it several times as I go along...things come to me in driblets and when the driblets come i have to work hard to make them into something more coherent , cited in writers at work
in knowledge processing both content and rhetoric are made problematic
knowledge telling helps us revise the substance
Macrorie says engfish is a string vacuous assertions dressed up in students impressions of academic words
differences between knowledge telling and knowledge transforming
a. strt up times, b. notemaking c. thinking aloud protocols, d. revision
The Psychology of written communication (writing includes goal setting, planning, memory search, problem solving, evaluation, diagnosis/ great deal of human intelligence is put to use in writing. avoid the simple and interventional instructions) without examining the intuition of individuals/no comparative study in terms of eriting
The psycholgy of written communication- writing needs fixed structures and flexible controlled processes/structural changes interact with the development of control strategies(Bereiter and scadamalia)
writing needs retrieval of information /perspectives of cognitive science in writing /to become advanced writers, anyone needs sustained effort/natural abilities and problematic abilities/follow difficult models of writing to become experts.
what makes the writers to grow beyond the dependence and become expert writers/cognitive model finds out how it develops and what develops
writing producing discourse without a partner/writing is a formidable task for the novice/ expertise in writing dose not come from refining the simple strategy by subordinating the simple one to complex
writing is not only knowledge telling which we can say with human endowments/it has to go beyond natural endowments(knowledge telling-natural but knowledge transforming is problematic)
knowledge transforming opens up the possibilities of error
problems-generating the content without inputs/need clues to retrieve the content from the memory.without support- problems in thinking /staying on topic/producing intelligible content/cannot make appropriate choices
cues activate the memory and help the writers make the immediate information active
knowledge transforming has driblets and by thinking rethinking , they become developed thoughts - this we cannot for in knowledge telling