The use of a systematic writing teaching model: A case study in year 7 of early immersion

被引:3
作者
Le Bouthillier, Josee [1 ]
Dicks, Joseph [1 ]
机构
[1] Univ Nouveau Brunswick, Fac Educ, Inst Rech Langues Canada 2, Fredericton, NB E3B 5A3, Canada
来源
CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES | 2013年 / 69卷 / 03期
关键词
writing; immersion; second language; exemplary practices; FRENCH IMMERSION; LANGUAGE; ELEMENTARY; PROGRAM;
D O I
10.3138/cmlr.69.3.298
中图分类号
H0 [语言学];
学科分类号
030303 ; 0501 ; 050102 ;
摘要
This case study examined the writing development of French immersion students in relation to an opinion text. The teacher adopted a systematic teaching unit that included exemplary practices in writing, the traits of good writing according to the genre being studied, the writing process and the counterbalanced approach. Twenty-seven students from one grade 7 French immersion class and their teacher participated in the study. These students wrote an initial opinion text and a second text after the systematic teaching unit. Both texts were analyzed according to a rubric incorporating six traits of effective writing. Quantitative data analysis involved the percentage of students who performed better on the second text overall and according to each writing trait. The texts were also analyzed qualitatively and these data were supplemented by classroom observations during the writing process. Results seem to indicate that the writing model was effective insofar as 23/27 students (85%) improved on at least one writing trait and nearly 30% improved on all six identified traits. Qualitative analyses of specific examples support these figures. The results also seem to indicate that the counterbalanced approach can be applied effectively with regard to the development of textual competence.
引用
收藏
页码:298 / 323
页数:26
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