One Is Not Enough: Writing from Multiple Sources.
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| Title: | One Is Not Enough: Writing from Multiple Sources. |
|---|---|
| Language: | English |
| Authors: | Horowitz, Daniel |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 1985 |
| Intended Audience: | Teachers; Practitioners |
| Document Type: | Guides - Classroom - Teacher Speeches/Meeting Papers |
| Descriptors: | Classroom Techniques, English for Academic Purposes, Expository Writing, Higher Education, Reading Writing Relationship, Research Papers (Students), Research Skills, Teacher Developed Materials, Writing Instruction |
| Geographic Terms: | U.S.; Illinois |
| Abstract: | A technique for teaching writing in academic English as a second language (ESL) to students bound for college-level courses focuses on one essential reading and writing skill: using multiple sources as input for writing. The program is designed for any level and consists of a series of readings and a number of questions, the answers to which become successive paragraphs or sections in a final paper. The procedure for developing such a unit includes: selection of a topic of interest to the class; location of three sources of appropriate difficulty from among ESL reading texts; narrowing the topic to one that can be covered through use of the sources; deciding on the procedure to be followed in organizing the topic (what questions can or should be answered and in what order); reviewing the resources to assure that at least two contain information relevant to each question; distributing the questions to the students in sequential order; giving each student access to all sources; having the students take notes from the sources; having students write a first draft essay answer to each question, using only their notes; and having students put the pieces together to form a whole essay from the revised and edited sections. (MSE) |
| Notes: | Paper presented at the Annual Meeting of the Midwest Teachers of English to Speakers of Other Languages (5th, Milwaukee, WI, October 17-19, 1985). |
| Journal Code: | RIEAUG1986 |
| Entry Date: | 1986 |
| Accession Number: | ED267655 |
| Database: | ERIC |
| Abstract: | A technique for teaching writing in academic English as a second language (ESL) to students bound for college-level courses focuses on one essential reading and writing skill: using multiple sources as input for writing. The program is designed for any level and consists of a series of readings and a number of questions, the answers to which become successive paragraphs or sections in a final paper. The procedure for developing such a unit includes: selection of a topic of interest to the class; location of three sources of appropriate difficulty from among ESL reading texts; narrowing the topic to one that can be covered through use of the sources; deciding on the procedure to be followed in organizing the topic (what questions can or should be answered and in what order); reviewing the resources to assure that at least two contain information relevant to each question; distributing the questions to the students in sequential order; giving each student access to all sources; having the students take notes from the sources; having students write a first draft essay answer to each question, using only their notes; and having students put the pieces together to form a whole essay from the revised and edited sections. (MSE) |
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