Hostname: page-component-848d4c4894-xfwgj Total loading time: 0 Render date: 2024-07-07T16:26:38.614Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching Writing in the Aboriginal and Islander Teacher Education Program Applying a Process-Conference Approach

Published online by Cambridge University Press:  22 July 2015

Helen McDonald
Helen McDonald*
Affiliation:
School of Education, James Cook University of North Queensland, Townsville, 4811
Get access

Extract

The Aboriginal and Islander Teacher Education Program (AITEP) is an affirmative action program offering entry to teacher education courses at James Cook University to Aboriginal and Islander students who do not meet direct entry requirements. The program operates with a ‘stretched’ first year. First year subjects in the regular teacher education courses are spread over three semesters instead of two, and students are required to undertake additional subjects - Study Skills and Oral Communications, Written Communications, and Introductory Mathematics during that 18 months. This paper began as a personal exploration into the way in which the teaching of writing within these additional subjects had developed and to provide a greater understanding of the process of teaching writing.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 14 , Issue 5 , November 1986 , pp. 21 - 30
Copyright
Copyright © Cambridge University Press 1986

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Christie, F. 1984: Generic structures and learning to write. Language and Learning at Tertiary Level, Geelong: Deakin Univesity.Google Scholar
Britton, J. 1982: Prospect and Retrospect, Montelair, New Jersey: Boynton/Cook.Google Scholar
Davidson, C., 1985: Process writing and ESL in a post-primary context. Polycom No.39, PP.12–16.Google Scholar
Emig, J., 1977: Writing as a mode of learning. College Composition and Communication Vol.28, pp.122–128.Google Scholar
Murray, D., 1978: Internal revision: a process of discovery. In Cooper, C. and Odell, L. (Eds): Research on Composing. Illinois. N.C.T.EGoogle Scholar
Newkirk, T., 1984: Direction and misdirection in peer response. College Composition and Communication Vol.35, No.3, pp. 301–311Google Scholar
Protherough, R., 1983: Encouraging Writing. London: Metheun .Google Scholar