Patterns of Integrating Reading and Writing Skills in ESL College Composition Classes

• 영문명: Patterns of Integrating Reading and Writing Skills in ESL College Composition Classes
• 발행기관: 한국영어어문교육학회
• 저자명: Sun-Young Kim
• 간행물 정보: 『영어어문교육』영어어문교육 제13권 제4호, 59~85쪽, 전체 27쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2007.12.30

영문 초록

  This study examined patterns of engaging in "reading in connection to writing" (hereafter reading-writing practices) in the context of two ESL college composition classrooms. The purpose of this study was to explore whether the L2 proficiency level could be a key construct in explaining similarities and differences in reading-writing practices which students engaged in during the composing process. Multiple sources of data collected over the semester included interview protocols, written products, and observational notes. The results showed that the three proficiency groups under examination differed widely in the ways reading was connected to writing and in the types of intermediate texts produced during the composing process. The students in the high proficiency group produced more intermediate texts through an engagement in reading-writing practices connected to each other. On the contrary, the students in lower proficiency groups engaged in a limited range of reading-writing practices without support of intermediate texts. This study provides insight into the different ways ESL college students coordinate reading and writing while composing essays.

목차

Ⅰ. INTRODUCTION
Ⅱ. REVIEW OF RELATED LITERATURE
Ⅲ. METHOD
Ⅳ. DATA ANALYSIS
Ⅴ. RESULTS AND DISCUSSIONS
Ⅵ. CONCLUSION
REFERENCES
APPENDIX

키워드

ESU reading and writing practices intermediate texts composing process