1 / 13

Joint Construction with Second-Language Writers: Collaborative Writing Plus

Joint Construction with Second-Language Writers: Collaborative Writing Plus. Katie Smith and Nigel Caplan University of Delaware School of Education CUCMC 2012. Source: “The Writing Process Colossal Concept Poster” http://catalog.mcdonaldpublishingcatalog.com. The Teaching-Learning Cycle.

zamora
Download Presentation

Joint Construction with Second-Language Writers: Collaborative Writing Plus

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Joint Construction with Second-Language Writers: Collaborative Writing Plus Katie Smith and Nigel Caplan University of Delaware School of Education CUCMC 2012

  2. Source: “The Writing Process Colossal Concept Poster” http://catalog.mcdonaldpublishingcatalog.com

  3. The Teaching-Learning Cycle Martin, 2009; adapted from Rothery, 1996

  4. Joint Construction 1. Pair Writing 2. Teacher-as-Scribe

  5. Why should it work? Second Language Acquisition • Interaction (Gass) • Negotiation (Pica) • Languaging (Swain) Genre-Based Pedagogy • Explicit attention to genre (Martin, Rothery) Collaborative Writing • Benefits of pair writing (Storch & Wigglesworth) • Joint construction (Humphrey & MacNaught) Cognitive Strategy Instruction (MacArthur)

  6. Context

  7. Context • UD English Language Institute • Pre-MBA (Conditionally admitted MBA students) • Reading/Writing for Graduate Programs (level VI) • Target genres: persuasive writing & data commentary

  8. Research Questions • What is the nature of the interactions in two different joint construction tasks? • Are the tasks qualitatively and/or quantitatively different? • What effects does joint construction have on the language and generic staging of ESL students’ independent writing?

  9. Methods and Data Collection • 12 Chinese pre-MBA students in each session • 3 of the students in Session IV repeated the course in Session V • Theme of the courses was different: technology (IV) and ethics (V) • Data collected: • Video/audio recordings of the joint construction tasks • Pair/group writing • Diagnostic essay • Post-instruction data commentary in-class essay • Final timed essay (persuasive)

  10. Challenges with Data Collection • Limitations of Technology • Limited collaboration • Task Demands • Time Demands

  11. Tentative Findings

  12. Future Directions • How do these joint construction tasks effect independent student writing? (Is there any evidence of transfer?) • Do pair writing and teacher-as-scribe tasks affect student writing in distinct ways? • What might be some successful strategies to develop for joint construction tasks in ESL graduate student writing courses?

  13. Nigel A. Caplan PhD Student, School of Education (Literacy) Assistant Professor, English Language Institute nacaplan@udel.edu Katie Smith PhD Student, School of Education (Literacy) smithka@udel.edu PowerPoint and references available athttp://nigelteacher.wordpress.com/handouts/cucmc2012

More Related