Student perceptions of the writing process
dc.contributor.author | Brillinger, Patricia | en_US |
dc.date.accessioned | 2009-07-09T18:43:04Z | |
dc.date.available | 2009-07-09T18:43:04Z | |
dc.date.issued | 1996-07-09T18:43:04Z | |
dc.identifier.uri | http://hdl.handle.net/10464/2074 | |
dc.description.abstract | Based on the critical research paradigm and using a mix of methodologies, this study examined student perceptions of the process approach used to teach writing. A class of 19 ESL students in an academic writing class at a small university paliicipated in the study. As collaborators in the study, they assessed their personality types using the PET Type Check (Crantoll & Knoop, 1995) and tlleir learning styles using Kolb'sLearning Styles Inventory (1976). Interviews, classroom observations, and journals provided a data base for case studies llilQ teacher reflection. Results indicated that students perceived the prewriting step of brainstonning and peer review as most useful. Student perceptions of the tasks and course and implications for theory and practice are examined. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Brock University | en_US |
dc.subject | Creative writing (Higher education)--Study and teaching. | en_US |
dc.subject | Second language acquisition. | en_US |
dc.subject | Personality assessment. | en_US |
dc.title | Student perceptions of the writing process | en_US |
dc.type | Electronic Thesis or Dissertation | en |
dc.degree.name | Master of Education | en_US |
dc.degree.level | Masters | en_US |
dc.contributor.department | Department of Graduate and Undergraduate Studies in Education | en_US |
dc.degree.discipline | Faculty of Education | en_US |
refterms.dateFOA | 2021-08-07T02:54:00Z |