Cooperative writing response groups and self-evaluation

PORTO, MELINA

Córdoba, Argentina

Conferencia; 2002 FAAPI Conference "Curriculum Development: Managing the Change".; 2002

FAAPI

“Cooperative writing response groups and self-evaluation”. Curriculum Development: Managing the Change. ISBN 987-9280-69-5. Córdoba, Comunicarte Editorial: 285-287. 2002. The idea for this paper arose when I realised that what I had to teach at University contradicted in many ways research findings in the area of writing. My situation was, and still is, difficult because I can make limited instructional decisions and testing procedures are already established. This paper is the result of a lot of reflection on how to make my teaching closer to my beliefs about good writing pedagogy but at the same time compatible with the institutional framework I work in. The idea for this paper arose when I realised that what I had to teach at University contradicted in many ways research findings in the area of writing. My situation was, and still is, difficult because I can make limited instructional decisions and testing procedures are already established. This paper is the result of a lot of reflection on how to make my teaching closer to my beliefs about good writing pedagogy but at the same time compatible with the institutional framework I work in. The idea for this paper arose when I realised that what I had to teach at University contradicted in many ways research findings in the area of writing. My situation was, and still is, difficult because I can make limited instructional decisions and testing procedures are already established. This paper is the result of a lot of reflection on how to make my teaching closer to my beliefs about good writing pedagogy but at the same time compatible with the institutional framework I work in. The idea for this paper arose when I realised that what I had to teach at University contradicted in many ways research findings in the area of writing. My situation was, and still is, difficult because I can make limited instructional decisions and testing procedures are already established. This paper is the result of a lot of reflection on how to make my teaching closer to my beliefs about good writing pedagogy but at the same time compatible with the institutional framework I work in. Different aspects of writing like audience, purpose, time pressure, and feedback are inspected and their implications for the classroom are explored. It is argued that timed writing per se contradicts recent research on writing pedagogy and is therefore inappropriate. A  pedagogic proposal based on cooperative writing response groups and self-evaluation is offered.