Replacing think-write pedagogy with conversation-based writing activities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper's first recommendation is "to consider alternative strategies to the think-write pedagogy", in which writers work in isolation. Teachers would elicit the talk about writing that literate writers engage in, making allowances for reading aloud, pair invention, co-authoring, small group work and a writing studio or workshop arrangement.

Design Implications¶

Context¶

Requirements¶

• Course plans make allowances for reading aloud, pair work to invent material for texts, co-authored texts, and small group work on important writing problems.
• The classroom is arranged as a writing studio or writing workshop to elicit the vocal-to-scribal dialogue the paper links to effective writing.

Constraints¶

Target Learners¶

• College composition students

Target Learning Goals¶

• Producing effective writing through dialogue about aims, ideas and methods

Affordances¶

• Social Constructionism In Composition

Related Strategies¶

• Collaborative Writing
• Writing_Workshop
• Think Write Pair Share
• Consider isolated cognitive flexibility practice and later-year timing instead of embedding flexibility practice within phonics activities

Examples¶

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Key Sources¶

• DeCiccio, Albert C. (1988). Social Constructionism and Collaborative Learning: Recommendations for Teaching Writing. Paper presented at the Annual Meeting of the Conference on College Composition and Communication. https://eric.ed.gov/?id=ED294201