Taking cooperative writing response groups a step further: applying the notions of cohesion and coherence to the editing of English Language Learners' written productions.

PORTO, MELINA

Atlanta, Georgia, USA

Congreso; Convención Anual 2008 de la Asociación Internacional de Lectura; 2008

Asociación Internacional de Lectura

Taking cooperative writing response groups a step further: a way to develop cohesion and coherence in L2 writing. Melina Porto National University of La Plata  andCONICET Argentina melinaporto@speedy.com.ar    melinaporto2007@yahoo.com.ar Abstract This session will present an adaptation of cooperative writing response groups as described in Porto (2001, 2002) in order to address foreign/second language (hereafter L2) learners? increasingly sophisticated understandings of the L2 writing process. In particular, the session will describe how to implement cooperative writing response groups in the application of the resources of cohesion and coherence for the editing of the learners? written productions. Abstract This session will present an adaptation of cooperative writing response groups as described in Porto (2001, 2002) in order to address foreign/second language (hereafter L2) learners? increasingly sophisticated understandings of the L2 writing process. In particular, the session will describe how to implement cooperative writing response groups in the application of the resources of cohesion and coherence for the editing of the learners? written productions. Abstract This session will present an adaptation of cooperative writing response groups as described in Porto (2001, 2002) in order to address foreign/second language (hereafter L2) learners? increasingly sophisticated understandings of the L2 writing process. In particular, the session will describe how to implement cooperative writing response groups in the application of the resources of cohesion and coherence for the editing of the learners? written productions. Abstract This session will present an adaptation of cooperative writing response groups as described in Porto (2001, 2002) in order to address foreign/second language (hereafter L2) learners? increasingly sophisticated understandings of the L2 writing process. In particular, the session will describe how to implement cooperative writing response groups in the application of the resources of cohesion and coherence for the editing of the learners? written productions. Abstract This session will present an adaptation of cooperative writing response groups as described in Porto (2001, 2002) in order to address foreign/second language (hereafter L2) learners? increasingly sophisticated understandings of the L2 writing process. In particular, the session will describe how to implement cooperative writing response groups in the application of the resources of cohesion and coherence for the editing of the learners? written productions. Abstract This session will present an adaptation of cooperative writing response groups as described in Porto (2001, 2002) in order to address foreign/second language (hereafter L2) learners? increasingly sophisticated understandings of the L2 writing process. In particular, the session will describe how to implement cooperative writing response groups in the application of the resources of cohesion and coherence for the editing of the learners? written productions. The session will be divided into three parts. First, a theoretical framework based on a general conception of foreign language education and literacy, and L2 reading and writing theories in particular will be offered. This involves considerations about the notions of cohesion and coherence in L2 writing. Second, the new strategy will be described and explained in detail, including two handouts with specific written instructions (as learners receive them) for each step in the cooperative writing response groups: one with a focus on cohesion, and the other with a focus on coherence. Finally, the strategy will be exemplified using one learner?s written text (disclosed by permission) and the implications for the teaching of writing in different contexts will be explored. It is claimed that the strategy is extremely flexible and versatile, as it can be readily used in L1 (mother tongue) education, foreign/second language education, and the instruction of English learners within the US context. In all cases, with slight modifications, the strategy can be used with different age groups and at different levels of language development.