Writing to Learn
Bibliographic Data
| ID | 10817455 |
|---|---|
| Authors | Pauline M Rojas (0000-0002-4281-8914, corresponding author) |
| Year | 1968 |
| Volume | 2 |
| Issue | 2 |
| Pages | 127 |
| Publication date | 1968-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3586090 |
| OpenAlex | W2313853514 |
| Language | EN |
| Citations received | 3 |
Drill-type exercises should form a part of every beginning lesson in English as a second language because this type of writing helps build in right practice and prevents the student from practicing mistakes. Wrong practice is as effective for learning as right practice, so even when a student is required to rewrite and correct, he is merely cancelling one wrong practice with one right practice. Drilltype writing helps the students avoid wrong practice in much the same way that oral drill does. In oral drill the
Linguistics · Mathematics education · Sociology · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,06 |
| Citation span | 1976 - 2016 (41) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |