My colleague Monica Farling and I published a short piece in the April 2018 TESOL Connections based on our 2017 conference workshop on collaborative writing. Check it out and let me know what you think!
My colleague Monica Farling and I published a short piece in the April 2018 TESOL Connections based on our 2017 conference workshop on collaborative writing. Check it out and let me know what you think!
Tamara Jones has written a lovely two-part description of my recent workshop on genre-based pedagogy and Inside Writing at Howard Community College. Her writing is so vivid, I almost feel I was there. OK, I actually was there, but if you weren’t, you might enjoy reading about how she was converted to genre-based writing and the teaching/learning cycle. Thanks for the kind shout-out, Tamara!
In part 3 of my series of posts on genre-based (ESL) writing pedagogy, we arrive at the heart of the Teaching/Learning Cycle. In the first stage, the teacher guided students to analyze, or deconstruct, the target genre for its organization, purpose, and language. Now, students collaboratively write a new text in that genre. Although there are different ways to do this collaborative writing, the Australian literature in particular focuses on one activity: teacher-led, whole-class Joint Construction. Continue reading “The crux of the genre: Joint Construction”