Challenges and Implementing Targeted Approaches in Teaching Writing
Article Sidebar
Main Article Content
Abstract
The writing methods course serves as a unique intersection of challenges and rewards within teacher education. While the isolation often experienced by instructors can pose significant hurdles, embracing a more collaborative approach may enhance both teaching support and pedagogical innovation. By focusing on the experiences of those who teach these courses, the field can better understand how to prepare educators for this critical role in shaping future writing teachers. Further research is necessary to explore effective strategies for collaboration and curriculum development that address the complexities inherent in teaching writing methods courses.
Article Details
Section
How to Cite
References
Barkley E. Y. Collaborative Learning Technique. P.256
Creme, P. & Lea, M. R. (2008). Writing at university: A guide for students (3rd ed.). New York: Open University Pre
Nightingale, P. (2000). Improving student writing. In S. Makoni (Ed.), Improving Teaching and Learning in Higher Education: A Handbook for Southern Africa, pp. 131-166). Johannesburg: Witwatersrand University Press.
Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.
Yunusova Z. THE CHARACTERISTICS OF SCIENTIFIC DISCOURSE IN THE ESP CONTEXT //Oriental renaissance: Innovative, educational, natural and social sciences. – 2023. – Т. 3. – №. 22. – С. 72-74.5.
Zilola, Y. (2022). TEACHING ENGLISH FOR SPECIFIC PURPOSES AND ITS TYPES.
Zokirova, Z. (2022). THE ROLE OF LISTENING IN LANGUAGE ACQUISITION; THE CHALLENGES & STRATEGIES IN TEACHING LISTENING. Oriental renaissance: Innovative, educational, natural and social sciences, 2(Special Issue 20), 789-793.