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Simulation & Gaming
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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

This version was published on December 1, 2007

Simulation & Gaming, Vol. 38, No. 4, 569-580 (2007)
DOI: 10.1177/1046878107308080
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