The St. Martin's Guide to Teaching Writing

Glenn, Cheryl; Connors, Robert J.

doi:10.2307/358802

Cited by 9 publications

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“…Provided meaningful feedback and comments, students can see what they need to improve in their writing and how they should shape their writing. Talking about the importance of commenting on students writing, Sommer (2014) writes:…”

Section: Receiving Feedbackmentioning

confidence: 99%

Demystifying Writing: Strategies for Developing Better Writing

Paudel

2022

J NELTA

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Students are often afraid of writing tasks, regardless of whether they are writing in their own native language or are second language writers. I share examples of my own writing experiences and struggles, and then I argue how writing can be demystiﬁ ed, offering some strategies towards advancing one’s writing skills: understanding writing, doing free writing, identifying writing weaknesses, practicing enormously, visualizing purpose and audience, revising writing, articulating writer’s own voice, obtaining feedback, reﬂecting on own writing, and embracing mimesis approach. I discuss the strategies drawing on ideas from renowned writing theorists, including Elbow (1998), Harris (2006), Vilardi and Chang (2009), and Adler-Kassner and Wardle (2016), etc. This paper is particularly relevant to early career ELT teachers to understand and demystify the student writing process; however, it might also be helpful for any academic level of students to advance their writing.

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Section: Receiving Feedbackmentioning

confidence: 99%

Demystifying Writing: Strategies for Developing Better Writing

Paudel

2022

J NELTA

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“…Some of the murkiness in a writer's draft or the vagueness of teacher-written comments can become clearer when student and teacher meet face-to-face (Bean, 2011;Ferris, 2011;Ferris, 2014;Glenn & Goldthwaite, 2014;Maliborska & You, 2016). In fact, conferencing might be more useful than written feedback (Glenn & Goldthwaite, 2014;MacArthur, 2013;MacArthur, 2016;Hyland, 2003) and more efficient (Glenn & Goldthwaite, 2014) as it can reduce the time needed for writing margin and end comments. Conferences should be interactive, whereby both student and teacher speak (Glenn & Goldthwaite, 2014;Ferris & Hedgcock, 2014;Nation, 2009).…”

Section: Conferencingmentioning

confidence: 99%

The Writing Process and Formative Assessment

Sowell

2020

Crossings

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The writing process has been an integral part of writing pedagogy for many years. However, both students and instructors in some contexts might be resistant to writing through the process approach because it is unfamiliar and seems laborious and time-consuming. Teachers in contexts with large classes might be especially resistant to teaching writing as a process. However, the writing process can be carried out in any context though some adaptation might be needed, depending on the context. Many researchers and instructors have written about the writing process, and many have written about formative assessment. However, these two constructs have generally been considered separately when they actually work in tandem. The purpose of this paper is to explain the process approach to writing pedagogy and how it can be implemented along with ideas and techniques for using formative assessment. The paper starts with an explanation of the product approach and the process approach. Then it explains each stage of the writing process and how it can be carried out in the composition classroom along with formative assessments that can be used at each stage in the writing process.

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“…In The New St. Martin's Guide to Teaching Writing (Ed. Connors & Glenn, 1999), research on grading and feedback indicates that instructors support and enhance learning by complimenting the good aspects of written work and offering constructive criticism to improve any weakness. Sommers (1982) argues that students need instructor feedback as a way of encouraging and teaching them to improve their writing, that errors should be corrected, and that suggestions for revision should be offered to help students do better the next time they are given a writing assignment.…”

Section: Practice Of and Feedback On Writing Skillsmentioning

confidence: 99%

Faculty Perceptions of Communication Skills and Needs of Business School Undergraduates in Singapore

Wharton

2002

Business Communication Quarterly

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In Singapore in 2000, the government launched a Speak Good English Movement to improve English language skills and to limit the use of Singlish (a local variety of English) by promoting the use of (Standard) English among the general popula tion. This campaign was motivated by govemment perception and media reports of a decline in English language skills. Using a 40-item questionnaire, this study investigated whether faculty at a large Singapore business school shared similar perceptions of inadequate communi cation skills, in this case among undergraduates, and also sought to explain their perceptions. The findings indicate that the faculty perceived undergraduate com munication skills to be in need of improvement, thus lending support to employer and government criticism. An analysis of survey responses revealed some probable underlying causes for faculty perceptions, including an apparent lack of real com mitment to the improvement of such skills.

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The St. Martin's Guide to Teaching Writing

Cited by 9 publications

References 0 publications

Demystifying Writing: Strategies for Developing Better Writing

Demystifying Writing: Strategies for Developing Better Writing

The Writing Process and Formative Assessment

Faculty Perceptions of Communication Skills and Needs of Business School Undergraduates in Singapore

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