Teaching English Professional Writing in an E-learning Environment: An Italian Case Study
International Journal of Language and Linguistics
Volume 3, Issue 6, November 2015, Pages: 383-393
Received: Jul. 30, 2015;
Accepted: Aug. 28, 2015;
Published: Nov. 3, 2015
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Anna Romagnuolo, Department of Economics and Management, Università Della Tuscia, Viterbo, Italy
Teaching English Professional Writing in an E-learning Environment: An Italian Case Study, International Journal of Language and Linguistics.
Vol. 3, No. 6,
2015, pp. 383-393.
S. Harrington, R. Rickly and Michael Day (Eds.), The Online Writing Classroom. Cresskill, N.J.: Hampton Press, 2000, p. 8.
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Cfr. Moodle Statistics. Retrieved July 20, 2015 from the site https://moodle.net/stats/.
A detailed description of this free, open source Learning Management System and clear instructions for course designers can be found in W. H. Rice's manual, Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions. Birmingham: Packt Publishing, 2007.
C. W. Pollard, The Soul of the Firm. Grand Rapids, MI: Zondervan, 2000, p. 123.
A small learner corpus has indeed been created with the business correspondence produced by the University students of the Bus. Com. course in the last few years. The corpus, manually annotated following the Louvain error tagging guidelines, will be available on the University webpage next year. A detailed description of the Corpus and initial Computer-aided Error Analysis of the collection of the Italian learners' writing samples can be found in A. Romagnuolo, "ItalBEC: An Italian Learner Corpus of Business English", unpublished.
M. S. Marx, "Distant writers, distant critics, and close readings: Linking composition classes through a peer-critiquing network," Computer and Composition, vol. 8 (1), pp. 23-39, November 1990, retrieved March 2012 from http://computersandcomposition.candcblog.org/archives/v8/8_1_html/8_1_2_Marx.html.
B. Davis, and R. Thiede, "Writing into change. Style shifting in asynchronous electronic discourse," in Network-based Teaching. Concepts and Practice, M. Warschaucher and R. Kern, Eds. Cambridge, UK: Cambridge University Press, 2000, pp. 87-120.
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The expression is commonly credited to Jean Lave and Etienne Wenger who used it to describe apprenticeship experiences; in their later studies, it has became a synonym of communities of practitioners who share implicit, pre-acquired knowledge and, therefore, foster the production of new knowledge. Cfr.: J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991.
For an overview of the state of the art in written error correction research, see the numerous studies conducted by Dana R. Ferris on students' reactions to teacher corrective feedback and its effect, and, in particular, Treatment of Error in Second Language Student Writing, 2nd ed., Ann Arbor: The University of Michigan Press, 2013.
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C. Pérez-Sabater and B. Montero-Fleta, "Pragmatic competence and social power awareness: the case of written and spoken discourse in non-native English environments", International Journal of English Studies, vol. 14, pp. 21-38, 2014.
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