Abstract
Writing is a key skill in the development of meaningful learning. Nonetheless, evidence shows that in primary school and higher levels of education students do not have enough writing skills to successfully accomplish the required learning in different disciplines. In this study, we will show the results of an investigation in developing the writing skills of teacher-training students at Pontificia Universidad Católica de Chile, Campus Villarrica. To do this, a peer-tutoring threefold modelling writing centre was designed and implemented. A quantitative study and a quasi-experimental design (a naturally occurring group design) were carried out regarding students' and tutors' performances. The results showed that tutoring modelling was an effective strategy for improving writing quality, since the students that participated were able to improve their performance significantly after a semester.
| Original language | English |
|---|---|
| Pages (from-to) | 27-43 |
| Number of pages | 17 |
| Journal | International Journal of Literacies |
| Volume | 23 |
| Issue number | 3 |
| State | Published - 2016 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© Common Ground Publishing, María Constanza Errázuriz, All Rights Reserved.
Keywords
- Academic literacy
- Initial teacher training
- Modelling
- Tutoring
- Writing centres