The Teaching of Essays, Articles and Letter Writing: Cooperative Teaching Approach

Ayodele, Victoria O.; Olajoke, Akinkurolere Susan; Ariyo, Kayode; Mahmud, Olayemi; Abuya, Eromosele

doi:10.9734/arjass/2017/35161

“…-Gadd and Parr (2017), in an extensive literature review, observed that -ability to write is a concern internationally‖ (p. 1552) and showed that globally there was student underachievement in writing. In the context of Nigeria, Ayodele et al (2017) observed that -some students in tertiary institutions face challenges in writing essays, articles and letters‖, which they ought to have significantly mastered at secondary school level. (p. 2).…”

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confidence: 99%

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2019

International Journal of English Language and Literature Studie

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Acquiring writing skills is a prerequisite for success in school and in jobs. This study emanated from the fact that middle and high school students in Nigeria have shown poor performance in national and international examinations. It has set out to answer questions like whether there a relationship between teachers' gender and teaching persuasive/argumentative essays in middle and high schools or whether there is a relationship between teaching experience and the teaching of persuasive /argumentation essays in middle and high schools. A questionnaire was designed to collect data. 100 English Language teachers from 15 junior secondary and senior secondary schools in South-South Nigeria participated and responded to the questionnaire. Data was analyzed using SPSS package. Findings revealed a positive relationship between teacher gender and the teaching of persuasive/argumentative essays, with more male teachers teaching argumentative essays than female teachers. It was also discovered that there was a positive relationship between teacher gender and the teaching of comparing and contrasting type writing with female teachers found teaching more this type of writing The study also revealed a positive relationship between teacher gender and communicating with students on drafts before final submission with female teachers communicating more than male teachers. Based on these findings several recommendations have been made that would help improve the performance of students in writing. Contribution/ Originality:This study contributes to our understanding of why middle and high school students in Nigeria show poor performance in national and international examinations in the area of writing. It is one of the unique studies that examined the relationship between teachers' gender and teaching writing types as well as relationship between teaching experience and teaching of persuasive /argumentation essays.

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“…We define collaborative writing (based on the definitions of Ayodele et al, 2017;Hei et al, 2014) as a method when students are encouraged or required to work together on writing tasks. This method offers students the opportunity to develop both cognitive skills, like analysing and problem-solving, and social behaviour, like empathy and help.…”

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Assessment of Journalism Students’ Writing Projects Completed Individually and in Collaboration

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The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data. The participants were 21 second year and 15 third-year students, who wrote 18 fiction stories for preschool children (3 were written in the collaborative writing groups of 4, where the students were allowed to choose partners for small groups; 3 in the collaborative writing groups of 4, where the students were not allowed to choose partners; 6 after prewriting group discussion, and 6 without any collaboration). 12 six-year students evaluated delivered texts. We also interviewed 12 teachers of the Department of Publishing and Editing about the collaborative writing tasks at the meeting of the Department. Teachers’ interviews were recorded, transcribed and analysed. The students and teachers expressed positive attitudes towards collaborative writing, that contributes to students’ learning outcomes and prepare them for teamwork. The highest score got the texts written individually after the prewriting discussion. The stories written by the students who were allowed to choose partners in a group work gained higher scores than texts prepared in randomly created groups. The participants in the self-selected conditions reported that they enjoyed а high level of participation, sharing the workload and supportive behaviour. We also observed the evidences of unequal participation of students in collaboration in small groups where the partners were not familiar. The lowest average score got the texts written with no collaboration. So, we proved that there is a need for implementing prewriting group discussions in the learning process. It is necessary to differentiate the role of each student in collaborative writing to evaluate individual results correctly.

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Investigating Relationship between Teacher’s Gender and Experience of Teaching Types of Writing in Nigerian Secondary Schools

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2019

International Journal of English Language and Literature Studie

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Acquiring writing skills is a prerequisite for success in school and in jobs. This study emanated from the fact that middle and high school students in Nigeria have shown poor performance in national and international examinations. It has set out to answer questions like whether there a relationship between teachers' gender and teaching persuasive/argumentative essays in middle and high schools or whether there is a relationship between teaching experience and the teaching of persuasive /argumentation essays in middle and high schools. A questionnaire was designed to collect data. 100 English Language teachers from 15 junior secondary and senior secondary schools in South-South Nigeria participated and responded to the questionnaire. Data was analyzed using SPSS package. Findings revealed a positive relationship between teacher gender and the teaching of persuasive/argumentative essays, with more male teachers teaching argumentative essays than female teachers. It was also discovered that there was a positive relationship between teacher gender and the teaching of comparing and contrasting type writing with female teachers found teaching more this type of writing The study also revealed a positive relationship between teacher gender and communicating with students on drafts before final submission with female teachers communicating more than male teachers. Based on these findings several recommendations have been made that would help improve the performance of students in writing. Contribution/ Originality:This study contributes to our understanding of why middle and high school students in Nigeria show poor performance in national and international examinations in the area of writing. It is one of the unique studies that examined the relationship between teachers' gender and teaching writing types as well as relationship between teaching experience and teaching of persuasive /argumentation essays.

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The Teaching of Essays, Articles and Letter Writing: Cooperative Teaching Approach

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Assessment of Journalism Students’ Writing Projects Completed Individually and in Collaboration

Investigating Relationship between Teacher’s Gender and Experience of Teaching Types of Writing in Nigerian Secondary Schools

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