Blogging the writing process with intermediate students
1. The teaching context and profile of students
2. The how and why of the blogs (blog 1 - blog 2)
3. How the writing process was addressed for each assignment:
- use of teasers - writing 1
- use of teasers - writing 2
- posts with informal comments on the topic - writing 2
- possibility of writing online or not
- scaffolding of peer revision in a demonstration given to the students by class teacher (presenter 1) and researcher (presenter 2) - Desperate Housewives
- possibility of interaction between writer and reviewer
- feedback on content on 1st draft - London - Sao Paulo - New York
- peer feedback on content and form, followed by feedback from teacher - Egypt - South Africa - Australia
- feedback from peers and worldwide audience on final version - Malhação - Chocolate com Pimenta - The O.C. - Lost - The Simpsons
4. Difficulties encountered and how they were dealt with
5. Outcomes of this experience
- WIDER READERSHIP, RESULTING IN HIGHER SENSE OF AUDIENCE EXPECTATION
- POSSIBILITY OF TAPPING DIFFERENT LEARNING STYLES
- PEER REVISION TAKEN NATURALLY
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