Why don’t we talk about writing?

11 08 2016

writing books

The fabulous 15th Braz-TESOL International Conference ended almost a month ago and I am still processing all the information I acquired in the many presentations I attended during the event. The program was varied both in terms of topics and presenters, and everything I chose to watch was meaningful in one way or another. I myself gave a talk, together with my colleague and CTJ course supervisor Silvia Caldas, on how we adopt and adapt the process-genre approach to writing in our context.

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Ten tips for effective peer revision of EFL writing

14 12 2014

(This post was originally written for the Richmondshare blog.)

My last post addressed the main excuses given for not doing peer revision of writing in the EFL classroom, especially in contexts such as Brazil, where peer revision is unheard of in most L1 writing classrooms.

Having hopefully convinced you that it is worth at least trying peer revision in your classroom, I will now focus on some helpful tips for effective peer revision activities.

peer feedback

Image courtesy of freedigitalphotos.net

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Five bad excuses for not doing peer revision of writing in the EFL classroom

24 11 2014

(This post was originally written for the Richmondshare blog and is crossposted here.)

 

My dear colleague Luiz Otávio Barros wrote a recent post providing ten tips to help teachers give feedback on writing. The ten tips are all very useful and are certainly in-keeping with contemporary ESL/EFL writing pedagogy.

 

Just like Luiz Otávio, I  also consider White and Arndt’s 1991 book Process Writing a seminal work on how to teach process writing in the ESL/EFL classroom. Other books that have contributed to enhancing my knowledge on second language writing are Campbell’s 1998 book , Teaching Second-language Writing: Interaction with Text, the University of Michigan Press’s 2002 series on Second Language Writing (Carnagarajah, 2002; Ferris, 2002, Liu and Hansen, 2002), and Ferris and Hedgcock’s 2005 book Teaching ESL Composition: Purpose, process, and practice.

writing

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