Back to Search
Start Over
Teaching and Assessing Academic Writing via the Portfolio: Benefits for Learners of English as an Additional Language
- Source :
-
Assessing Writing . Apr 2011 16(2):111-122. - Publication Year :
- 2011
-
Abstract
- This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their improvement across three portfolio drafts and evaluate their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course "Academic Writing" at a tertiary institution in New Zealand participated in a study evaluating the portfolio approach to building awareness of their own writing. Focus group interviews provided qualitative data, analysed using a grounded theory approach. Triangulating data came from student reflective memoranda written in response to each drafting process. We conclude that a multi-draft portfolio is an effective assessment tool, not only because it provides a feedback loop but also because it enhances learners' understanding of writing as a recursive process. This provides them with aspects of academic writing literacy such as self-editing and the insight to reorganise academic texts by applying target genre and discourse knowledge.
Details
- Language :
- English
- ISSN :
- 1075-2935
- Volume :
- 16
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Assessing Writing
- Publication Type :
- Academic Journal
- Accession number :
- EJ921389
- Document Type :
- Journal Articles<br />Reports - Evaluative
- Full Text :
- https://doi.org/10.1016/j.asw.2011.02.005