Year: 1991
Type: article
Abstract: Theories of adult education, composition, and ESL encourage the use of peer response groups in teaching writing. But using such groups is difficult. I describe and provide the rationale for-a rather structured method I developed as a transition between no writing groups and the freer writing groups students might join in the future. The method worked very well with upper intermediate/advanced students in a college setting.
Source: TESL Canada Journal
Author: James H. Bell
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1577765896