＂From Grammar to Critical Woosong University, 2013 Thinking in Seven The purpose of the Steps＂ was presented at the 2013 KOTESOL DCC Symposium, project was to accelerate the learning curve of students with a higher ...＂From Grammar to Critical Woosong University, 2013 Thinking in Seven The purpose of the Steps＂ was presented at the 2013 KOTESOL DCC Symposium, project was to accelerate the learning curve of students with a higher than average IQ （intelligence quotient）, but functionally low in English. The students were required to write an essay, in the last hour of a four hour class. The students were challenged to fix sentences, write the reason they chose, and speak their answer. To determine if this was a one book idea, another test was tried with regular students, using an off the shelf grammar book. Using the same step by step process, the ability of students to make a story from a standard grammar book, was accomplished in a 90-minute class. Students enjoyed the activity and were able to use previously learned ideas in their sequencing and logical choices. This in turn strengthened the writing process, which was the goal. After four sessions, students in the initial trial class achieved better writing and story development skills. The second group did not continue the process due to class and schedule changes. Their understanding of the process was enlarged, but not tested展开更多
文摘＂From Grammar to Critical Woosong University, 2013 Thinking in Seven The purpose of the Steps＂ was presented at the 2013 KOTESOL DCC Symposium, project was to accelerate the learning curve of students with a higher than average IQ （intelligence quotient）, but functionally low in English. The students were required to write an essay, in the last hour of a four hour class. The students were challenged to fix sentences, write the reason they chose, and speak their answer. To determine if this was a one book idea, another test was tried with regular students, using an off the shelf grammar book. Using the same step by step process, the ability of students to make a story from a standard grammar book, was accomplished in a 90-minute class. Students enjoyed the activity and were able to use previously learned ideas in their sequencing and logical choices. This in turn strengthened the writing process, which was the goal. After four sessions, students in the initial trial class achieved better writing and story development skills. The second group did not continue the process due to class and schedule changes. Their understanding of the process was enlarged, but not tested
