TY - JOUR
AU - Chrissie Boughey
AB - Attempts to use the mainstream curriculum of tertiary institutions to develop reading and writing skills can often be problematical. This is partly due to the large numbers of students in many classes, and partly to the reluctance of mainstream lecturers to transfer the time they previously devoted to the delivery of content to the development of skills. This article discusses the relationship of writing to learning as a means of motivating lecturers to develop language-related skills, and describes a writing process aimed at overcoming the problem of large numbers by getting students to write in groups. © Oxford University Press « Previous | Next Article » Table of Contents This Article ELT J (1997) 51 (2): 126-134. doi: 10.1093/elt/51.2.126 » Abstract Free Full Text (PDF) Free Classifications Article Services Article metrics Alert me when cited Alert me if corrected Find similar articles Similar articles in Web of Science Add to my archive Download citation Request Permissions Citing Articles Load citing article information Citing articles via CrossRef Citing articles via Scopus Citing articles via Web of Science Citing articles via Google Scholar Google Scholar Articles by Boughey, C. Search for related content Related Content Load related web page information Share Email this article CiteULike Delicious Facebook Google+ Mendeley Twitter What's this? Search this journal: Advanced » Current Issue October 2015 69 (4) Alert me to new issues The Journal About this journal Publishers' Books for Review Key Concepts in ELT Rights & Permissions Dispatch date of the next issue We are mobile – find out more This journal is a member of the Committee on Publication Ethics (COPE) Journals Career Network Editor Graham Hall Reviews Editor Alessia Cogo View full editorial board Impact Factor: 0.720 5-Yr impact factor: 0.830 For Authors Instructions to authors Online submission instructions Submit now Self-archiving policy Alerting Services Email table of contents Email Advance Access CiteTrack XML RSS feed Corporate Services Advertising sales Reprints Supplements Widgets Get a widget var taxonomies = ("AHU01240", "AHU01260", "AHU01280", "AHU01360"); Most Most Read Learning styles Key concepts in ELT: Scaffolding Age and the critical period hypothesis Affordance, learning opportunities, and the lesson plan pro forma Key themes and future directions in teaching English to young learners: introduction to the Special Issue » View all Most Read articles Most Cited Appropriate pedagogy Introducing a new comprehensive test of oral proficiency Language play, language learning Constructing rating scales for second language tests Language-learning tasks: teacher intention and learner interpretation » View all Most Cited articles Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department. Online ISSN 1477-4526 - Print ISSN 0951-0893 Copyright © 2015 Oxford University Press Oxford Journals Oxford University Press Site Map Privacy Policy Cookie Policy Legal Notices Frequently Asked Questions Other Oxford University Press sites: Oxford University Press Oxford Journals China Oxford Journals Japan Academic & Professional books Children's & Schools Books Dictionaries & Reference Dictionary of National Biography Digital Reference English Language Teaching Higher Education Textbooks International Education Unit Law Medicine Music Online Products & Publishing Oxford Bibliographies Online Oxford Dictionaries Online Oxford English Dictionary Oxford Language Dictionaries Online Oxford Scholarship Online Reference Rights and Permissions Resources for Retailers & Wholesalers Resources for the Healthcare Industry Very Short Introductions World's Classics function fnc_onDomLoaded() { var query_context = getQueryContext(); PF_initOIUnderbar(query_context,":QS:default","","JRN"); PF_insertOIUnderbar(0); }; if (window.addEventListener) { window.addEventListener('load', fnc_onDomLoaded, false); } else if (window.attachEvent) { window.attachEvent('onload', fnc_onDomLoaded); } var gaJsHost = (("https:" == document.location.protocol) ? "https://ssl." : "http://www."); document.write(unescape("%3Cscript src='" + gaJsHost + "google-analytics.com/ga.js' type='text/javascript'%3E%3C/script%3E")); try { var pageTracker = _gat._getTracker("UA-189672-16"); pageTracker._setDomainName(".oxfordjournals.org"); pageTracker._trackPageview(); } catch(err) {}
TI - Learning to write by writing to learn: a group-work approach
JF - ELT Journal
DO - 10.1093/elt/51.2.126
DA - 1997-04-01
UR - https://www.deepdyve.com/lp/oxford-university-press/learning-to-write-by-writing-to-learn-a-group-work-approach-4HwlTITRu6
SP - 126
VL - 51
IS - 2
DP - DeepDyve
ER -