We know that experts often delay the case study until a document is nearly due before getting seriously to perform, and then they complete it in only one set up. Normal 0 false false false EN-US X-NONE X-NONE These behaviours restrict our students ‘ studying and the quality of perform they generate. We can motivate better composing methods (and decrease plagiarism) by clearly directing them through a organized procedure of composing and modification. Including adequate details in our projects can also cause to better composing, since the more that learners know what we expect; the more likely they are to do what we want. We often ignore how complex and complicated the type of perform we regularly do is for learners who are new to it. Scholarly perform usually has a complex interweaving of conclusion, research, discussion and description. Students who have not had exercise in doing such projects in solitude in your self-discipline are hardly ever ready to do them in mixture.

Try developing task series that ask learners to sketch on relatively acquainted abilities (summary, brief reactions to numbers, area notices or findings, etc.) beginning in the phrase and then develop towards more complex methods and blends near the end. Although we know that generating our best perform needs rethinking it in significant methods, learners are still studying this. And even if we provide them with recommendations to “revise” their performance, they are likely to do less than we wish for unless we describe accurately what type of perform we want them to do. We can help learners do more purposeful modification by providing those organized recommendations and illustrating obvious differences between changing and modifying. If there are certain factors of composing that you want the whole category to perform on for the next set up (e.g., enhancing assistance for statements or taking up counterarguments), create a modification task directing learners to those particular concerns. Otherwise, help learners decide on main concerns independently as part of your reaction to their performance. One of the best methods to help learners do better composing is to tell them exactly what we anticipate.

It really is effective. Thanks for reading and commenting. Good teaching technique you have there. It is similar to the techniques I use to teach and prepare my ESL students for their IELTS and TOEFL tests. Ooops I think I need a PEE. Good job here, Donna. You’re an honest woman and I really respect that! Yes, it’s a wonderful idea and I hope to benefit from it. No worries, vespawoolf. I just didn’t want to claim credit for something that isn’t mind. I have indeed made it my own to work for my students. I hope others will as well. Yes, you did say that! Sorry. You made it your own and thank you for sharing it with us. Thanks, vespawoolf. Although, like I said, I didn’t invent it. I learned it while teaching in London. It is a great technique that works, so I share it as much as I can.

Thanks for the read. What a great method, and how cool that you developed it yourself! I like that it’s easy to remember and to the point. Learning to write is a continual process and we can always sharpen our skills. I hope this improves mine! Thank you for sharing. Of course you can use it! I didn’t invent it. As I said in the article, I learned it while teaching in London about ten years ago. Thanks for the votes! I love the PEE method. Mind if I use it? Great hub. I gave you all the votes. You make some great points. Thanks, moonlake. They do love it when an adult says something that they think is inappropriate and gross. It gets them going everytime! Well I know where to go when I need help with my grammar. I loved your story. We were just talking the other day about how kids love all those gross type of words.

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