This paper presents a process for evaluating the role of teachers and students in
academic writing conferences, or tutOrials, in an English for Academic Purposes
(EAP) program. The process drew on information from two "instruments:
flowcharts of the writing process, highlighting the use of tutorials; and a
questionnaire which elicited the students' view of tutorials in their first tenn and
their view of the "ideal" tutorial. Implications in the areas of communicative
interaction and affective factors, based on an analysis of the two instruments,
are discussed. The paper concludes with an evaluation of changes incorporated
subsequent to this study, as well as specific recommendations for all writing
teachers to consider in the design and implementation of tutorials.
Date:
December 1996
Page No.:
297
Writer(s):
Adrienne Nicosia, Berkeley Jobs Consortium and City College of San Francisco; Lynn Stein, English Language Program, International Christian University
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