Simulation & Gaming

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
1046878107308080v1
38/4/569    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Gastão Saliés, T.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
This version was published on December 1, 2007
Simulation & Gaming, Vol. 38, No. 4, 569-580 (2007)
DOI: 10.1177/1046878107308080

Reflections on the GUN CONTROL simulation: Pedagogical implications for EAP writing classes

Tânia Gastão Saliés

University of the State of Rio de Janeiro, Brazil, tanias.salies{at}gmail.com

This article critically reflects on the GUN CONTROL simulation (Saliés, 1994a) by retaking ideas advanced by Saliés (2002) and applying them to the context of English for Academic Purposes (EAP) writing classes in Brazil. It examines how controlled practice relates to learners' performance on the first draft in a simulation-based content unit designed for EAP writing courses. Specifically, it describes how fluency and controlled practice were balanced during briefing and debriefing, and it critically discusses the outcomes. Among other issues, it addresses the role of explicit instruction on learners' logical organization of thought, documentation, and use of language.

Key Words: academic writing • controlled practice • EAP • experiential learning • explicit instruction • fluency • role of ulture • role of instruction • simulation/gaming • writing pedagogy


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?