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dc.contributor.author Adeyemi, D.A.
dc.date.accessioned 2012-05-14T06:24:55Z
dc.date.available 2012-05-14T06:24:55Z
dc.date.issued 2011-03
dc.identifier.citation Adeyemi, D.A. (2011) Reader-response approach: an intervention in composition writing at junior secondary schools in Botswana, International Journal of Scientific Research in Education (IJSRE), Vol. 4, No. 1, pp. 1-7 en_US
dc.identifier.issn 11173259
dc.identifier.uri http://hdl.handle.net/10311/1013
dc.description.abstract Recently, the reading-writing connection has come into focus as an area that can be exploited to address English as a second language (ESL) writing skills development. This is because various studies have identified ESL writing as being grossly inadequate both at the junior secondary, senior secondary and college levels in Botswana and elsewhere in Africa where English is learned as a second language (L2). Even in situations where English is taught as the first language (L1), the problem of writing persists. This paper discusses ESL composition teaching and learning issues by looking at the integration of reader-response based pedagogy with process writing as a way of improving the learning and teaching of composition writing skills at the junior secondary school level in Botswana. The paper also discusses the implications of this strategy in writing pedagogy and the procedure for its use in composition writing skills development. en_US
dc.language.iso en en_US
dc.publisher IJSRE, http://www.ijsre.com en_US
dc.subject Reader-response reading en_US
dc.subject English as a second language en_US
dc.subject Composition writing en_US
dc.subject Modeling en_US
dc.subject Junior secondary level en_US
dc.subject Response based activities en_US
dc.subject Process writing en_US
dc.title Reader-response approach: an intervention in composition writing at junior secondary schools in Botswana en_US
dc.type Published Article en_US
dc.link http://www.ijsre.com/Vol.,%204_1_-Adeyemi.pdf en_US


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