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Conference Paper: Developing autonomous writers in a report writing course

TitleDeveloping autonomous writers in a report writing course
Authors
Issue Date2011
Citation
The 2011 ELC Symposium, The Hong Kong Polytechnic University, Hong Kong, 1 June 2011. How to Cite?
AbstractWith the implementation of the 4-year curriculum in 2012 the current English enhancement courses for second year students offered by the Centre for Applied English Studies (CAES) of the University of Hong Kong will be replaced by 'English in the Discipline' courses which are jointly developed by the CAES and faculty. To align with the goal of the Faculty of Social Sciences in developing critical inquiry the course designers of 'Writing reports and proposals', one of the five courses to be offered to students of Social Sciences in the new curriculum, have adopted an inductive approach which allows students to participate as knowledge builders in writing. This approach aims to develop students into autonomous learners (Thornbury, 1999) through encouraging them to explore the relationship between language use and the purposes, context, and intended readership of different sub-genres of report writing, thereby enhancing their self-reliance in learning as well as their disciplinary-specific and professional literacies. This paper will discuss the evaluation of a pilot module on report writing conducted within an 'English for Professional Communication' course for second year students of Social Sciences. Teacher' and students' feedback on the module will be presented to reflect on the current development of the course.
DescriptionTheme: Developing Students as Readers and Writers in the four-year Curriculum: the role of the English Language Centres
The Conference program's website is located at http://symposium2011.elc.polyu.edu.hk/index.php/SELC/SELC2011/schedConf/program
Persistent Identifierhttp://hdl.handle.net/10722/136562

 

DC FieldValueLanguage
dc.contributor.authorLee, JCYen_US
dc.contributor.authorLaw, YYen_US
dc.date.accessioned2011-07-27T02:19:05Z-
dc.date.available2011-07-27T02:19:05Z-
dc.date.issued2011en_US
dc.identifier.citationThe 2011 ELC Symposium, The Hong Kong Polytechnic University, Hong Kong, 1 June 2011.en_US
dc.identifier.urihttp://hdl.handle.net/10722/136562-
dc.descriptionTheme: Developing Students as Readers and Writers in the four-year Curriculum: the role of the English Language Centres-
dc.descriptionThe Conference program's website is located at http://symposium2011.elc.polyu.edu.hk/index.php/SELC/SELC2011/schedConf/program-
dc.description.abstractWith the implementation of the 4-year curriculum in 2012 the current English enhancement courses for second year students offered by the Centre for Applied English Studies (CAES) of the University of Hong Kong will be replaced by 'English in the Discipline' courses which are jointly developed by the CAES and faculty. To align with the goal of the Faculty of Social Sciences in developing critical inquiry the course designers of 'Writing reports and proposals', one of the five courses to be offered to students of Social Sciences in the new curriculum, have adopted an inductive approach which allows students to participate as knowledge builders in writing. This approach aims to develop students into autonomous learners (Thornbury, 1999) through encouraging them to explore the relationship between language use and the purposes, context, and intended readership of different sub-genres of report writing, thereby enhancing their self-reliance in learning as well as their disciplinary-specific and professional literacies. This paper will discuss the evaluation of a pilot module on report writing conducted within an 'English for Professional Communication' course for second year students of Social Sciences. Teacher' and students' feedback on the module will be presented to reflect on the current development of the course.-
dc.languageengen_US
dc.relation.ispartofELC Symposium 2011en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleDeveloping autonomous writers in a report writing courseen_US
dc.typeConference_Paperen_US
dc.identifier.emailLee, JCY: jocylee@hku.hken_US
dc.identifier.emailLaw, YY: ellielaw@hku.hken_US
dc.description.naturepostprint-
dc.identifier.hkuros187226en_US

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