— [http://goo.gl/akOTg1] Often, we ask our students to write about topics they do not know much about, and we ask them to do it in a format with which they are not familiar. _______________________Education, pedagogy

:: RT: Through modeling, shared writing, and collaborative writing, http://goo.gl/akOTg1 we support students as they approximate the expectations and conventions of the chosen genre | #Essay #ESL #Education #Pedagogy #English #ELLs #Scaffolding

Students' prior knowledge ::

Just as we know that readers bring their prior knowledge with them when they read and construct meaning, writers also need to bring prior knowledge to the act of composing meaning through writing. Often, though, teachers ask students to write in genres or modes of composition without building their prior knowledge of these types of texts.

When we scaffold students, they are better able to organize texts ::

Genres of writing do not develop in a vacuum; they are socially constructed to suit the particular purposes of the writer and the particular needs of an audience (Martin & Rothery, 1986). When we teach writing through genres, we can help students understand and respond to the expectations of writing situations. We can explain how and why texts are structured in certain ways (Hyland, 2004), and we can help students to understand how those structures work to support the reader's understanding of texts. When students are aware of the features of a genre, they are better able to organize texts, it helps them to understand the communicative purpose of a genre, and they become more aware of a reader's expectations of a text (Swami, 2008).

Using modeling and joint production of texts ::

Teaching writing through a focus on genre also allows us to support students as they gain familiarity with the expectations and conventions of a genre. Using a social approach to learning, the teacher can assist learners as they compose texts that they could not compose independently. Using modeling and joint production of texts, teachers support students as apprentices in writing. Social learning theory (Bandura, 1977; Vygotsky, 1978) suggests that we learn best when learning i s situated in a context in which students interact with each other and the teacher in meaningful, purposeful ways.

A Model for Scaffolding Writing Instruction; Pedagogy, Education, Sylvia Read, Utah State University, PDF ::

A Model for Scaffolding Writing Instruction, PDF - Official Website - BenjaminMadeira


Scaffolding for English-language learners ::

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• [4] Bandura, A. (1977). Social learning theory. New York: General Learning Press.

• [2] Hyland, K. (2004). Genre and second language writers. Ann Arbor: University of Michigan Press.

• [1] Martin, J. R. (1989). Factual writing: exploring and challenging social reality. Oxford: Oxford University Press.

• [3] Swami, J. A. (2008). Sensitizing ESL learners to genre. TESL-EJ, 12(3), 1-13.

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