Rubrics-based Writing: Liberating rather than Restricting in Many Contexts

by Radhika Jaidev National University of Singapore (Singapore)    Introduction “If you keep in mind that readers are content-driven, time-pressed, and decision-focused, you can write right-every time,” asserts Harvard Kennedy School lecturer in Public Policy, Holly Weeks (2005, p.3). She elaborates that because business audiences prefer their written messages to be clear, unembellished and to […]

Giving Learners a Voice in Correction and Feedback

by Peter Watkins University of Portsmouth (Portsmouth, UK) Keywords: agency, correction, feedback, learner autonomy   Abstract This paper reports on one attempt to give learners a greater degree of control of the correction and feedback they receive on their own language production. It begins by establishing the usefulness of correction but argues that a broader […]

Encouraging Proofreading and Revision 

by Hayo Reinders  Middlesex University (London, UK)  Keywords: independent learning, learner autonomy, proofreading, teaching writing    Abstract Recent years have seen a lot of interest in learner autonomy. Although many teachers can see the value of encouraging in learners more awareness of the learning process and the ability to make decisions about their learning without […]