presentación problemática

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Stimulating Writing through Project-Based Tasks by Tessema, K. Participants: Vásquez, D. Alexander Salazar, Alexander DECEMBER, 2007 UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGÓGICO DE CARACAS SUBDIRECCIÓN DE INVESTIGACIÓN Y POSTGRADO SUBPROGRAMA DE ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRANJERA

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Presentación Alexander Vásquez & Alexander Salazar

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Page 1: Presentación Problemática

Stimulating Writingthrough Project-Based Tasks

by Tessema, K.

Participants:Vásquez, D. AlexanderSalazar, Alexander

DECEMBER, 2007

UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGÓGICO DE CARACAS

SUBDIRECCIÓN DE INVESTIGACIÓN Y POSTGRADOSUBPROGRAMA DE ENSEÑANZA DEL INGLÉS COMO LENGUA

EXTRANJERA

Page 2: Presentación Problemática

Writing well is extremely difficult even for a

native speaker since ideas must be clearly

presented and organized (Nunan, 1999).

In this article the author proposes a

stimulating writing project work in order to

help foreign language students to develop

the skill of writing. The project is based on

an Ethiopian experience.

Introduction

Page 3: Presentación Problemática

Principles of Project Work (Arends, 1998)

Tasks organized around personally important issues.

Students conducting authentic investigations for real solutions.

Multidiciplinary investigations to analyze problems.

Pieces of writings as artifacts for problem solutions

Collaborative writing as a way to promote effective writing.

Page 4: Presentación Problemática

Basic Writing Processes(Tessema, 2005)

Idea generation (brainstorming)

Freewriting (or fastwriting)

Drafting

Peer editing-Peer evaluation

A final draft

Page 5: Presentación Problemática

Three Steps to develop a problem/solution essay:

(Tessema, 2005)

Describing a problem

Identifying the causes of the problem

Proposing a solution to the problem

Note: Students develop a draft for each of the steps in order to be given a feedback by possible readers.

Page 6: Presentación Problemática

Outcome of the writing project (Tessema, 2005)

Purposeful performance

High Level of motivation because of a real audience (readers) and relevant topics

Bigger opportunities for collaboration and interaction with others

Application of this knowledge to future projects

Page 7: Presentación Problemática

Strengths

Topics relate with realistic problems in ELT.

Emphasys is made on the development of writing as a real way to problem solutions

There is gradual improvement in students’ writings passing from collaborative work through independent work.

Weaknesses

The project is mainly oriented to Advanced Learners.

The project requires a high level of teacher intervention.

Peer correction is not adequate at all times because students’ lack of skills in essay correction.

ConclusionConclusion

Page 8: Presentación Problemática

References

Tessema, K. (2005) Stimulating Writing through Project-Based Tasks. In Forum English Teaching, 43, (4), 22-27.

Arends, R. (1998). Learning to teach. Boston: Mc Graw Hill.

Nunan, D. (1999) Second Language Teaching and Learning. Boston: Heinle and Heinle.