Implementing cooperative writing response groups and self-evaluation in South America: Struggle and survival

MELINA PORTO

Journal of Adolescent & Adult Literacy

International Reading Association

Lugar: Newark, Delaware; Año: 2002 vol. 45 p. 684 - 691

1081-3004

Revista indexada en:Academic ASAP (GALE Cengage)Academic OneFile (GALE Cengage)Academic Search Alumni Edition (EBSCO Publishing)Academic Search Complete (EBSCO Publishing)Academic Search Elite (EBSCO Publishing)Academic Search Premier (EBSCO Publishing)ArticleFirst (OCLC)Book Review Index Online (GALE Cengage)Education Full Text (HW Wilson)Education Index/Abstracts (EBSCO Publishing)Education Research Complete (EBSCO Publishing)Educator?s Reference Complete (GALE Cengage)ERA: Educational Research Abstracts Online (T&F)ERIC: Educational Resources Information Center (CSC)Expanded Academic ASAP (GALE Cengage)Family & Society Studies Worldwide (EBSCO Publishing)General OneFile (GALE Cengage)General Reference Center (GALE Cengage)InfoTrac (GALE Cengage)InfoTrac Junior Edition (GALE Cengage)InfoTrac Student Edition (GALE Cengage)MLA International Bibliography (MLA)Professional Collection (GALE Cengage)Professional Development Collection (EBSCO Publishing)ProQuest Central (ProQuest)ProQuest Central: Professional Edition (ProQuest)ProQuest Education Journals (ProQuest)ProQuest Professional Education (ProQuest)ProQuest Research Library (ProQuest)SCOPUS (Elsevier)Social Sciences Citation Index (Thomson Reuters)Student Resources in Context (GALE Cengage)Studies on Women & Gender Abstracts (T&F)TOC Premier (EBSCO Publishing)Web of Science (Thomson Reuters)Realising, back in 1997, that what I had to teach at my University in Argentina contradicted in many ways research findings in the area of writing was profoundly disturbing. What upset me was not only that my instruction failed to be in tune with current research in the field, but more significantly that, under this circumstance, my teaching could not possibly be serving my students well. 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 results from much reflection on how to bring my teaching closer to my beliefs about good writing pedagogy but at the same time compatible with the institutional framework I work in. It also stems from my humanist philosophical view of education, which has encouraged me to place my students' needs at the heart of my pedagogy.