Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h6MFUU725207; Tue, 22 Jul 2003 11:30:30 -0400 (EDT) Date: Tue, 22 Jul 2003 11:30:30 -0400 (EDT) Message-Id: <sf1d037c.053@tvcc-mail.tvcc.cc> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Mona Curtis" <MCurtis@tvcc.cc> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9230] Re: writing in esl X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=Windows-874 X-Mailer: Novell GroupWise Internet Agent 6.0.1 Status: O Content-Length: 4158 Lines: 100 Thank you all for your imput. I'll tell you what I've done. I looked at the paragraphs the students wrote and grouped them into groups of 2 or 3 that had some of the same problems. One group is working on topic sentences, another group is working on run on sentences, another group is working on puncturation. For each group, I've made some worksheets dealing with that particular problem. They are to work together on the worksheets and then correct their paragraphs. I can "float" between the groups helping as necessary. The most important thing I've learned from your comments and from my experience in the classroom is to concentrate on one major thing rather than trying to do it all at once. Thanks for your help. >>> SHUMPHRI@serve.org 07/21/03 07:43AM >>> Mona, I would suggest that where you would start would depend on the goals of the course and this individual's goals. with that said, I'll give you my thoughts. It seems to me that, if this writing were spoken, most of us could understand what the speaker is trying to say. I think that point may be part of this person's problem....that he/she knows enough to be understood and so may not have as much motivation/need to pay attention to form. This seems pretty common when people learn a language outside of a classroom setting. I would suggest doing what classroom instruction seems to do best: bring some of these problematic forms to the learner's attention and give him/her structured instruction and practice. Also, expose the learner to "literary" and "academic" forms (via reading good literature on the learner's level) that one simply can't access via spoken language. As you help this person, you may want to think in terms of major errors and minor errors. Which errors are most important? Focus on those first. Which ones can slide for now? Focus on those later. In my opinion, the major concepts to deal with are: Print awareness —- notion of what a sentence is, how to segment writing Past tense —- easier to "hear" when a vowel follows disappeared because vs. disappeared on Monday The minor errors are: Double negatives —- the learner is writing what he/she hears. Losing double negatives will come with awareness that literary English employs different conventions from spoken English Spelling —-- there's lots of good news here. This person is on board in terms of phonemic awareness and phonics. True, the spelling is hardly conventional, but I think it will get there, given exposure to print and focused, strategic instruction. As for instruction, you might think about beginning with language experience stories (explained in Literacy Volunteers of America handbooks). This would give this individual a good sense of how speaking and writing are similar/different. I hope this helps. Best of luck! >>> "Mona Curtis" <MCurtis@tvcc.cc> 07/19/03 08:47PM >>> Dear Gail, et al, A few months ago, I shared with the listserve that I was preparing to teach a writing couse for Head Start teachers, all of whose first language is Spanish, are very fluent in spoken English, and have varying skills in written English. The class is called writing 90 which,at Treasure Valley Community, is college-prep. The purpose of the class is to prepare them for college-level Writing 121. Some will be ready after this class; Others may have to take writing 95 and possible writng 115. I will share with you, verbatim, a paragraph. I would like to know what other people on the listserve think would be the best way to help this individual. Maria left se fue. One time a Maria disapper because her hasbend treat her very bad Maria decider to left to onother place, she don't said nothing to nobody her hasbund coming from work and he was looking for Maria He look everywere and he don't find her. Marias hasband givi the information to his neighbor. if someone see Maria but noby give information Maria tell her friend not to ask for her. or look for her. because she is goin to another place. Mona Curtis ESL Coordinator Treasure Valley Community College 650 College Blvd. Ontario, OR 97914 www.tvcc.cc 541-881-8822 x 316 fax 541-881-2747
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