Source-Based Writing in Secondary School

Kavytska, Tamara; Shovkovyi, Vyacheslav; Osidak, Viktoriia

doi:10.4018/978-1-7998-6487-5.ch004

Cited by 6 publications

(2 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…В українському контексті питання про підходи до навчання та оцінювання інтегрованих видів мовленнєвої діяльності залишається недослідженим як на теоретичному, так і на практичному рівні. До того ж, якщо навчання інтегрованого читання й письма в середній школі отримало певне висвітлення (Kavytska, Shovkovyi & Osidak, 2021), то навчання інтегрованого аудіювання й письма залишилося поза увагою лінгводидактів. Таким чином, потреба окреслити особливості роботи вчителя над розвитком вмінь інтегрованого письма й аудіювання та проаналізувати вимоги для створення стандартів оцінювання ІАП в освітньому процесі для успішного впровадження методів інтеграції в курс навчання англійської мови в українській школі зумовлює актуальність публікації.…”

Section: постановка проблеми та актуальність дослідженняunclassified

“…Особливий наголос в роботі зроблено на запобіганні плагіаторству під час роботи з веб-квестами. Вивченню ефективності методики «Read-Write Cycle» (Miller & Calfee, 2004) у процесі навчання десятикласників писемного мовлення присвячене дослідження Т.Кавицької, В.Шовкового та В.Осідак (Kavytska, Shovkovyi & Osidak, 2021), у якому доведено позитивний вплив зазначеної методики на розвиток риторичних умінь та умінь інтегрування інформації .…”

Section: постановка проблеми та актуальність дослідженняunclassified

See 1 more Smart Citation

Teaching and Assessment of English Listening-to-Writing in Upper Secondary School: Pedagogical Advantages and Challenges

Lavrenchuk¹,

Kavytska²

2021

ald

Self Cite

View full text Add to dashboard Cite

As a life-long skill, writing plays a crucial role in post-secondary education and career. The nature and instruction of writing, however, have considerably changed over the last decade by shifting the focus onto integrated or source-based writing. On the one hand, combining writing and other skills – listening, for instance – enhances both skills; on the other hand, practicing writing together with listening develops critical thinking and rhetoric in learners. With its emphasis on knowledge transformation instead of knowledge transmission, source-based writing has captured the attention of researchers and language trainers in many educational settings, including secondary school. In the Ukrainian context, source-based writing in L2 education has been neglected on both theoretical and practical levels; as a result, it is excluded from most tertiary and secondary school writing courses as well as assessment. Therefore, the objective of this paper is to consider cognitive characteristics as well as pedagogical advantages and challenges of integrated listening and writing in an English classroom at upper secondary school. The research has revealed pedagogical values of integrated writing which include improved task authenticity, fair assessment, and the fact that integrated writing is not affected by the topic effect. The challenges are related to cognitive complexity of the integrated writing process and difficulties in interpreting the scores in the assessment process. The paper concludes that despite challenges, integrated listening and writing possesses strong pedagogical values as it enhances learners’ literacy, rhetoric as well as critical and creative thinking

show abstract

Section: постановка проблеми та актуальність дослідженняunclassified

Teaching and Assessment of English Listening-to-Writing in Upper Secondary School: Pedagogical Advantages and Challenges

Lavrenchuk¹,

Kavytska²

2021

ald

Self Cite

View full text Add to dashboard Cite

show abstract

Discourse synthesis: Textual transformations in writing from sources

Nelson

King

2022

Read Writ

View full text Add to dashboard Cite

Online Writing Instruction in Emergency Setting: Exploring the Instructional Capacity of Digital Support

Kavytska¹,

Drobotun²,

Drahinda³

2021

ald

Self Cite

View full text Add to dashboard Cite

Introduction. This paper reports on the results of the initial stage of the study targeted at carrying out a comprehensive comparative research into the educational capacity of two online tools that were used to teach academic writing to university students in the emergency online learning under the COVID-19 pandemic. Since this kind of online educational activity was meaningfully different from well-planned online experiences in terms of planning, preparation, and development, the authors were required to find the tools and online platform to match a range of criteria, such as: accessibility of the tool/platform; high task generation capacity; feedback generation capacity as well as the capacity to disable academic dishonesty. The objective of this paper is to consider the impact of technological support of online writing instruction on the quality of the students’ cause-effect essays as well as on building writing skills of the learners. Methodology. The research is designed as an experimental online training of the 3rd-year students of the Institute of Philology, Taras Shevchenko National University of Kyiv (n=42). Authors 1 and 2 acted as teachers in the process of online writing instruction with the involvement of ZenGengo and PaperRater platforms, which, presumably, adds limitations to this research. Results and discussion. The research results prove a positive impact of the indicated online platforms on improving the overall quality of students’ written products. However, the data obtained show an uneven impact of the platforms on both improving the quality of a written product and the development of students’ integrated writing skills. Language, rhetorical, and textual skills of students were more influenced as opposed to the ability to integrate information from reading/listening sources. The overall conclusion drawn from the research exploration is that only targeted choice of online tools can lead to significant improvement in targeted skills. For online learning to be effective, the tools used in it need to be user-friendly and have a strong potential for optimization in terms of time-consumption and labor-intensiveness. Further prospects for research lie in exploring the educational potential of other platforms as well as investigating the impact of using multimedia tools on other aspects of academic writing

show abstract

Source-Based Writing in Secondary School

Cited by 6 publications

References 18 publications

Teaching and Assessment of English Listening-to-Writing in Upper Secondary School: Pedagogical Advantages and Challenges

Teaching and Assessment of English Listening-to-Writing in Upper Secondary School: Pedagogical Advantages and Challenges

Discourse synthesis: Textual transformations in writing from sources

Online Writing Instruction in Emergency Setting: Exploring the Instructional Capacity of Digital Support

Contact Info

Product

Resources

About