Composition writing is an important yet difficult component of Chinese language teaching. In the MOE 2011 Syllabus, composition writing is allocated a higher percentage than in previous years. However, both students and teachers were reported to have difficulties in writing and teaching compositions, respectively. This paper discusses the effects of an online interactive process-writing course. Writing-assessment, which is to make comments on and give suggestions about the draft writings, is the key part of the course design. Hence, knowledge on how to guide the students to give proper feedback becomes a crucial part of a teacher's composition teaching literacy. The teachers are no longer just the knowledge providers but activity facilitators and supervisors. Designed under the idea of "learning by doing", the course helped the teachers to improve their assessment skills in writing as well as their confidence and autonomy in teaching writing. Cooperative research is an effective way of teacher training. Guided by the researchers, the teachers managed to understand better the theoretical framework and research design of the project. Being the main personnel to fulfill the implementation of the classroom practices and the assessment of students’ formative portfolios, the teachers get a rapid professional enhancement in composition teaching literacy and cooperative research skills. The experience of writing-assessment not only helps the students with their writing but also enhances the teachers' teaching skills as well. This paper shares the course design of this writing project as well as effective ways to promote teachers’ composition teaching literacy.
Cheng Gong, Nanyang Technological University, Singapore
Chee Kuen Chin, Nanyang Technological University, Singapore
Boon Pei Tay, Nanyang Technological University, Singapore
Stream: Teacher training
This paper is part of the ACLL2015 Conference Proceedings (View)
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