Cooperative writing response groups and self-evaluation

M. Porto ^[1]
1. [1] Universidad Nacional de La Plata
  
  Universidad Nacional de La Plata
  
  Argentina
Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 55, Nº 1, 2001, págs. 38-46
Idioma: inglés
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Resumen
- The idea for this paper arose when I realized that, in many ways, what I had to teach at my university in Argentina contradicted research findings in the area of writing. My situation was, and continues to be, difficult, because I can only take limited instructional decisions, and our testing procedures have already been established. This paper is the result of much reflection on how to bring my teaching closer to my beliefs about good writing pedagogy within the present institutional framework. Different aspects of writing, such as audience, purpose, time pressure, and feedback, are inspected, and their implications for the classroom explored. It is argued that timed writing per se contradicts recent research on writing pedagogy, and is therefore inappropriate. A pedagogic proposal is offered, based on cooperative writing response groups and self-evaluation.