Cooperative writing response groups and self-evaluation

MELINA PORTO

ELT JOURNAL

Oxford University Press

Lugar: Oxford; Año: 2001 vol. 55 p. 38 - 46

0951-0893

Revista indexada en (http://eltj.oxfordjournals.org/):Arts and Humanities Citation Index (from 2009) Social Sciences Citation Index (from 2009) British Education Index Expanded academic ASAP Infotrac Linguistics & Language Behavior Abstracts Periodicals Index Online (PIO) PROQUEST DATABASE : Arts & Humanities Full Text PROQUEST DATABASE : ERIC PlusText PROQUEST DATABASE : ProQuest 5000 PROQUEST DATABASE : ProQuest 5000 International PROQUEST DATABASE : ProQuest Central PROQUEST DATABASE : ProQuest Education Journals PROQUEST DATABASE : ProQuest Wilson Databases Scopus The Standard Periodical Directory Wilson OmniFile Full Text Mega EditionThe 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.