Dependent Writers： A Writing Centre as a Bridge Between a Teacher-Centred Secondary School and Students＇ Independent Learning at a University  

作　　者：Barbara M. Gesicka 

机构地区：[1]Leeds Beckett University, Leeds, Poland

出　　处：《US-China Education Review(B)》2016年第12期671-687,共17页美中教育评论（B）

摘　　要：This article discusses several aspects of starting a writing centre in a secondary school observed on a research group of students. First, it presents techniques involving students in independent development. As a response to writing being a solitary experience in the school curriculum and the teacher being a sole audience, the writing centre with its blog proposed forming a discourse community and shifting the students＇ dependence from the teacher to the audience consisting of peers. It provided the students with the environment （topics and peer feedback） that could engage them in exploring the social aspects of writing. The study was carried out to estimate the students＇ perception of the audience and the purpose of writing before and after two terms participation in the writing club activities. The article reports on the changes in students＇ attitudes after the intervention stage, such as improved confidence, time management, and use of feedback. It also advocates inviting other teachers to use and customize the writing club techniques, and to discuss their contexts of teaching and share ideas for possible adaptations and use.

关 键 词：WRITING INDEPENDENCE MOTIVATION 

分 类 号：G4[文化科学—教育学]