Post on 24-Jun-2015
description
Stimulating Writingthrough Project-Based Tasks
by Tessema, K.
Participants:Vásquez, D. AlexanderSalazar, Alexander
DECEMBER, 2007
UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGÓGICO DE CARACAS
SUBDIRECCIÓN DE INVESTIGACIÓN Y POSTGRADOSUBPROGRAMA DE ENSEÑANZA DEL INGLÉS COMO LENGUA
EXTRANJERA
Writing well is extremely difficult even for a
native speaker since ideas must be clearly
presented and organized (Nunan, 1999).
In this article the author proposes a
stimulating writing project work in order to
help foreign language students to develop
the skill of writing. The project is based on
an Ethiopian experience.
Introduction
Principles of Project Work (Arends, 1998)
Tasks organized around personally important issues.
Students conducting authentic investigations for real solutions.
Multidiciplinary investigations to analyze problems.
Pieces of writings as artifacts for problem solutions
Collaborative writing as a way to promote effective writing.
Basic Writing Processes(Tessema, 2005)
Idea generation (brainstorming)
Freewriting (or fastwriting)
Drafting
Peer editing-Peer evaluation
A final draft
Three Steps to develop a problem/solution essay:
(Tessema, 2005)
Describing a problem
Identifying the causes of the problem
Proposing a solution to the problem
Note: Students develop a draft for each of the steps in order to be given a feedback by possible readers.
Outcome of the writing project (Tessema, 2005)
Purposeful performance
High Level of motivation because of a real audience (readers) and relevant topics
Bigger opportunities for collaboration and interaction with others
Application of this knowledge to future projects
Strengths
Topics relate with realistic problems in ELT.
Emphasys is made on the development of writing as a real way to problem solutions
There is gradual improvement in students’ writings passing from collaborative work through independent work.
Weaknesses
The project is mainly oriented to Advanced Learners.
The project requires a high level of teacher intervention.
Peer correction is not adequate at all times because students’ lack of skills in essay correction.
ConclusionConclusion
References
Tessema, K. (2005) Stimulating Writing through Project-Based Tasks. In Forum English Teaching, 43, (4), 22-27.
Arends, R. (1998). Learning to teach. Boston: Mc Graw Hill.
Nunan, D. (1999) Second Language Teaching and Learning. Boston: Heinle and Heinle.