Höfundar: Birna Arnbjörnsdóttir and Patricia Prinz.
Recently, the Department of English at the University of Iceland developed a series of special writing courses designed to enhance students’ English academic proficiency. One of the courses was deemed appropriate for secondary school. This article describes the adaptation and implementation of one of the university courses at the secondary level. The article outlines the art and architecture of the course, that focuses on awareness of different genres, demonstrations and scaffolded practice prior to production of academic text. The article presents some qualitative outcomes from a pilot iteration of the project. The findings suggest that students find writing less interesting than other activities such as watching movies, but that they recognize the future value of instruction aimed at enhancing their academic English proficiency.
Útgáfudagur: 31.12.2013
