Scaffolding for second language writers: producing an academic essay.

Strategy: Intrigued by specific statements

On page 3.18 of the CN, the following statement caught my attention.

               

          "In a recent staff seminar, a member of the audience commented that such close 'echoing' of the original modeled text might encourage plagiarism and so should be discouraged. WE could not disagree more strongly. Whaat these learners are demonstrating is the ability to master the function and form of what are, after all, widely used and fairly formulaic signals of written discourse. Rather than penalize them for their efforts, we were impressed to see how naturally they had included these signals [...]."

                I cannot understand how opinions can diverge so drastically between people in the same domain. I would agree with the authors of this text on this aspect, knowing that modeling is a very important strategy for teachers. Of course the students will base their formulation on the previously shown model, if not, what would be its purpose? Plagiarism is a word to word transcription of the same elements however, borrowing would the right term for a writer willing to base oneself on an already existing and well approved model. Overall, I do believe that helping students (by perfectly accepted means such as this former one) should not be seen as a bad thing, but in fact a good way of encouraging them and ensuring final achievement.

Make connections with your own experience

                When reading the Assistance locating appropriate texts and data section, I was reminded of the many times in my student-life that I have been quite deceived by the choice of texts. Here, the author explains that the students were entitled to "individualized information packs [...that had...] all the essential information learners required, but did not prevent the more adventurous learners from seeking additional information" (3.17 CN). This reminded me about a class I had last winter, in which the final topic for the writing section was nothing familiar for me: compost. Of course we all know what it is, but most of us, I believe, would in the same situation that I was: lost, unprepared, and most of all, discouraged. I just can't understand why teachers (for the most part) don't let us prepare our topics in advance. After all, isn't it the writing that will be evaluated?