By Donla ui Bhraonain
A suite of the preferred proverbs within the Irish language, chosen by means of the editor and observed by way of translations or equivalents in English, Spanish (by Carmen Rodriguez Alonso) and varnish (by Anna Paluch). This assortment, illustrated by means of Fintan Taite, has a common relevance and makes the wealth of Irish lore available to a multilingual public around the globe of every age and backgrounds.
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She adds that “[m]ost did not get to the core of the article” (p. 288). Nor did the students have much success with the next part of the assignment—writing a formal letter to the Tonga Parliament, as if they were the authors of the research article, “discussing their findings and suggesting measures for conservation of wildlife” (p. 288). Johns admits that students “had difficulty” with this letter-writing assignment, “a formidable task” (p. 288). Johns’ (1995) students’ difficulties with genre-based assignments raise questions about applying genre-research findings to teaching situations other than ones in which the research was carried out, a concern raised by Prior (1998).
Instead, they are timed writings designed to test knowledge: product, not process. Horowitz (1986a), therefore, believed that process writing was inadequate, perhaps harmful, preparation for the demands of academic courses. To discover those demands and provide “realistic advice about appropriate discourse structures for specific tasks” in EAP (p. 447), Horowitz (1986b) surveyed writing-assignment handouts and essay-examination questions from 36 faculty (out of 750 contacted) at a midwestern university.
The students in Jacoby, Leech, and Holten’s program are undergraduate science majors. Johns’ (1995) students are first-semester general education students whose low scores on the writing entrance exam have placed them in an ESL adjunct program; they are considered “at-risk” (p. 281). Johns discusses the curriculum of an ESL writing class, a combination of study skills and genre teaching, linked to a general education geography class. The geography course was a large lecture class in which students listened, took notes, read textbook chapters, and were given examinations, mainly multiple-choice.