The Treatment Of Children's Writing By Student Teachers  

Oleh:

Chandler, P.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 3 no. 1 (1989), page 1-12.
Fulltext: Vol. 03, no 1, p 1-12.pdf (776.15KB)

Isi artikel

The research reported here investigates how student teachers respond to children's writing and if and how their responses change during teacher training. Results indicate that at the outset of their training students' responses manifest the inadequacies commonly attributed to teachers' marking behaviour. They place greater emphasis on what is wrong rather than what is right; their comments are very general, and are mainly about how the piece is written rather than what is written. As students go through college they put more emphasis on the content of the writing, correct fewer errors and develop a greater repertoire of comments. Their comments become more specific, less exclusively evaluative and more constructive. Nevertheless, even at the end of training, students do not comment on many of the strengths of the writing. This is particularly true of grammar; grammatical errors are noted but grammatical competence is generally not.

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