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Freed, R. L. Scribendo Discimus (We Learn by Writing): Expressive writing as a means to improve expository writing in a Latin classroom. Paper 10th IAIMTE Conference, June 3-5, 2015, Odense, Denmark.

This study examines how to improve students’ use of textual evidence and analysis in a Latin language classroom. Students in an upper-level Latin Poetry Honors class at Boston Latin Academy (Massachusetts, U.S.A.) were asked to write a series of expressive and expository writing assignments. Students who are more personally engaged with a text are consequently better able to understand and explicate that text, particularly when they attend to their own metacognition. By recording their own personal thoughts and reactions to the text first by writing in what Britton (1975) termed an expressive mode, students kept track of their understanding, and then felt more comfortable writing about the text. As a result, students became better able to explicate the text in expository essays. Not only did students’ subjective ease with writing expository essays improve, but their use of textual evidence in support of an argument also improved in objective observation and evaluation by a teacher. This study examines the validity of Britton’s (1975) theory of writing in an expressive mode and a transactional mode, and Moffett’s (1968) related theory of a spectrum of discourse, neither of which (to this author’s knowledge) have previously been examined in a Latin language classroom.

Citation

Authors Freed, R. L.
Publication date 2015-07-13
Collection 10th IAIMTE Conference
Keywords
expository writing
expressive writing
Latin
Latin language
writing
Documents
Document 1
File IAIMTE 2015 Freed presentation.pptx
Available since 2015-07-13 17:48:11