This word cloud was created using the Tagul/Word Art website: https://wordart.com/
I wanted to list some of the ways that writing for a real purpose and a real audience could be done in a classroom, so I choose to create a word cloud that lists some of those ways to write for a real purpose and list some of the real audiences that students can write to outside of the classroom.
Bourelle, T. (2012). Bridging the gap between the technical communication classroom and the internship: Teaching Social Consciousness and Real-World Writing. J. Technical Writing and Communication, 42 (2), 183-197.
Chen, J. C. & Brown, K. L. (2012). the effects of authentic audience on English as a second language (ESL) writers: A task-based, computer-mediated approach. Computer Assisted Language Learning, 25 (5), 435-454.
Dennis, D. P., Holmes, K. A., & Smith, E. (2015). Exploring digital literacy practices in an inclusive classroom. The Reading Teacher, 69 (2), 195-206.
Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M.. (2012). Chapter 1: Reading and writing in a world of varied texts. Reading and Writing Genre with Purpose in K-8 Classrooms. (pp. 1-21). Portsmouth, NH: Heinemann.
Lindblom, K. (2004). Teaching English in the world: Writing for real. The English Journal, 94 (1), 104-108.
Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Ryan, M. (2014). Writers as performers: Developing reflexive and creative writing identities. English Teaching: Practices and Critique, 13 (3), 130-148.
Wiggins, G. (2009). Real-World writing: Making purpose and audience matter. English Journal, 98 (5), 29-37.
I wanted to list some of the ways that writing for a real purpose and a real audience could be done in a classroom, so I choose to create a word cloud that lists some of those ways to write for a real purpose and list some of the real audiences that students can write to outside of the classroom.
Bourelle, T. (2012). Bridging the gap between the technical communication classroom and the internship: Teaching Social Consciousness and Real-World Writing. J. Technical Writing and Communication, 42 (2), 183-197.
Chen, J. C. & Brown, K. L. (2012). the effects of authentic audience on English as a second language (ESL) writers: A task-based, computer-mediated approach. Computer Assisted Language Learning, 25 (5), 435-454.
Dennis, D. P., Holmes, K. A., & Smith, E. (2015). Exploring digital literacy practices in an inclusive classroom. The Reading Teacher, 69 (2), 195-206.
Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M.. (2012). Chapter 1: Reading and writing in a world of varied texts. Reading and Writing Genre with Purpose in K-8 Classrooms. (pp. 1-21). Portsmouth, NH: Heinemann.
Lindblom, K. (2004). Teaching English in the world: Writing for real. The English Journal, 94 (1), 104-108.
Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Ryan, M. (2014). Writers as performers: Developing reflexive and creative writing identities. English Teaching: Practices and Critique, 13 (3), 130-148.
Wiggins, G. (2009). Real-World writing: Making purpose and audience matter. English Journal, 98 (5), 29-37.
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