Using Student Writing to Plan and Develop A Reflective Course of Study

Abstract

As all experienced teachers know, as students change from class to class and year to year so too do their language learning needs. For this reason, identifying lexical features that need to be taught to a particular group of students represents an important starting point when developing second language courses. The following paper will overview the process of analyzing student writing with the purpose of using results to devise a tentative "four strand" vocabulary building curriculum.