Teaching Argumentative Writing in English as a Foreign Language
Insights into a Learning Unit Including Formative Feedback
This paper presents a learning unit for teaching argumentative writing in English as a foreign language in secondary school. The learning unit follows a process-genre approach based on draft-feedback-revision sequences and genre-specific instruction. For the learning unit, a comic story was created in order to mitigate the inherent difficulty of the genre and to promote motivation. The learning unit was implemented in two intervention studies within a project funded by the German Research Foundation (DFG) that investigated the effects of different kinds of formative feedback on adolescent students' argumentative writing competence. In the article, we present the learning unit's goals, design principles, and contents.
Beiträge
Open Access
Teaching Argumentative Writing in English as a Foreign Language
Insights into a Learning Unit Including Formative Feedback
Open Access
Textfeedback im Writing Fellow-Programm
Vom Kritik-Sandwich-Brief zum Textrandkommentar mit Kriterienraster
Open Access
Open Access
Feedbackkultur durch Textfeedback unter Studierenden anregen?
Eindrücke aus einem Lehr-Lern-Projekt an der Hochschule Bremen
Open Access
Open Access
weitere Infos
Lira Lorca, Alina; Peltzer, Katrin; Busse, Vera; Krause, Ulrike-Marie (2024). Teaching Argumentative Writing in Englisch as a Foreign Language. Insights into a Learning Unit Including Formative Feedback. JoSch 2(24), 7-24. https://doi.org/10.3278/JOS2402W002
Bibliografische Angaben
- Reihe: JoSch - Journal für Schreibwissenschaft
- Band: 27
- Auflage: 1
- Erscheinungsdatum: 13.12.2024
- Umfang: 18 Seiten
- Artikelnr: JOS2402W002
- DOI (E-Paper-Teilbeitrag): 10.3278/JOS2402W002
- Imprint: wbv Publikation
- Sprache: Englisch
- Lizenzhinweis: