Writing to Read and Reading to Write
Teaching Literature in the Foreign Language Classroom
Bibliographic Data
| ID | 8937951 |
|---|---|
| Authors | Ruth A Kauffmann (Rockford University, corresponding author) |
| Year | 1996 |
| Volume | 29 |
| Issue | 3 |
| Pages | 396-402 |
| Publication date | 1996-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1996.tb01251.x |
| OpenAlex | W2012202889 |
| Language | EN |
| Citations received | 4 |
| References cited | 4 |
In the literature classroom we are often faced with a wide range of L2 skills that can make inclusive discussion a great challenge. Through writing assignments we can improve the capacity of our literature students to read and analyze assigned texts. Students are given open questions about the text to prepare for the class discussion. These questions are then reformulated as topics for short essays assigned at frequent intervals throughout the semester. The essays are then rewritten for a final grade and evaluation. This approach provides a higher level of motivation for self‐correction that will enable students to overcome, rather than fossilize, their errors
Class (philosophy · Foreign language · Linguistics · Mathematics education · Pedagogy · Reading (process · Artificial Intelligence · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching
| Citations per year | 0.14 |
|---|---|
| Citation span | 1997 - 2018 (22) |
| Highly cited | No |