Transcript Inspiring Our Students Toward Better Writing

Practical Ideas for Teaching Writing:
Is Vocab the Writing Teacher’s Job?
Keith Folse
University of Central Florida
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Thank You
HEINLE CENGAGE
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HELP: a new book for new
(and not so new) teachers
HOT SEAT QUESTIONS
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HOT SEAT QUESTION
_____ Monday
_____ June
_____ noon
_____ December 25th
_____ spring
_____ my birthday
_____ the 1980s
ANSWER
AT
at 6 pm, at noon, at this moment
on Monday, on Dec. 5th,
on my birthday
in June, in spring, in 1990,
in the 80s, in the 20th century
ON
I
_
We need your questions!!!!
E-MAIL:
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Book of HOT SEAT QUESTIONS for teachers
Royalties go to a TESOL scholarship fund
Your name and school will appear with your
question
Help your fellow teachers and also TESOL
students
Teaching writing = QUESTIONS
 Why are students in this course?
 What should I do (in class)?
 What should they write about? (My decision?)
 What should we do about errors?
 How should I mark student writing?
 Wait…. Should I even mark student writing?
 Should students write in a journal? And then?
 So what about grammar? Vocabulary?
Spelling? Punctuation?
 etc….,etc….,etc…. What to do???
YOU must work on vocabulary!
Importance of Vocab for ELLs
3 pieces of evidence
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Importance of Vocab for ELLs
#1: Student Voices
• In exit surveys, secondary ELLs
now in college complain their
ESL courses needed
(1) more opportunities to speak
English in class
(2) more teaching of vocabulary
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Importance of Vocab for ELLs
#2: Reading
• Knowledge of isolated
vocabulary correlates VERY
highly with reading proficiency
(1) The best readers know how
to use context clues to read, but
(2) The best readers rely on
context clues the least because
they know the most words 10
Importance of Vocab for ELLs
#3: Writing
• Vocabulary usage impacts writing
scores by natives
• In experimental conditions, the
best papers:
(1) are longer
(2) have the highest number of
unique words (which means they
use a lot of synonyms, which
means they know more vocab)
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Teaching writing = QUESTIONS
 Why are students in this course?
 What should I do (in class)?
 What should they write about? (My decision?)
 What should we do about errors?
 How should I mark student writing?
 Wait…. Should I even mark student writing?
 Should students write in a journal? And then?
 So what about grammar? Vocabulary?
Spelling? Punctuation?
 etc….,etc….,etc…. WHAT TO DO?????
The Serenity Prayer
So what are things we can control?
And what are things we cannot control?
Coming up with the items in the correct category
is not as easy as it might appear…
OUR (= teacher AND student) PROBLEM:
What is obvious to you and me is not always so
obvious to people not of our culture or not of
our language background -- especially when it
comes to WRITING
REVOLUTIONARY IDEA: I asked some
advanced ESL students about WRITING and
what was surprising here in the US
(great DVD – see BIBLIOGRAPHY !!!) _ _ _
Japanese observation about a
dry cleaning garment bag…
"Warning:
To avoid danger of suffocation,
keep this plastic bag away from babies and
children. Do not use this bag in cribs, beds,
carriages or playpens. The plastic bag could
block nose and mouth and prevent breathing.
This bag is not a toy.”
Do we NEED to say this???
Argentinean reaction:
on an Airbus 320 recently…
"Warning: This door must be closed
during take-off and landing.”
Do we NEED to say this???
Turkish student:
“American writing repeats too
much… it’s redundant”
•
•
•
•
•
P 1:
P 2:
P 3:
P 4:
P 5:
This ___ will discuss XYZ by analyzing A, B, and C
support #1 (about A)
support #2 (about B)
support #3 (about C; strongest)
This ___ discussed XYZ by analyzing A, B, and C
Do we NEED to say this???
Serenity Prayer:
What we CANNOT control
• students’ expectations / goals / needs
• time required to grade 100 essays
• students’ ability to correct all of their
own grammar errors instantly or
independently (in x wks.)
• students’ English proficiency (in x wks.)
• students’ composition ability in L1
Serenity Prayer:
What we CAN control
1. the topics and therefore S’s & T’s interest
2. writing tasks (what? #? # of rewrites?)
3. the scoring procedures (YOUR TIME!)
(no research to show that your grading =
better student writing)
4. what we do (and don’t) teach:
4a. teach (selected) grammar only as needed
4b. teach vocabulary at the adv. level
What we CAN control
1. the topics and therefore our interest
BOOK 2: GREAT PARAGRAPHS: Each chapter ends
with 5 writing prompts for that rhetorical mode.
BOOK 5: GREATER ESSAYS: ditto but the prompts
are divided by subject (Humanities, Sciences,
Business, Personal) [plus 10 “additional” topics per
chapter]
TOP 20: one large writing prompt for the grammar point
What we CAN control
2. writing tasks (what? #? # of rewrites?)
a. shorter, specific writing tasks
(e.g., providing and following a model)
b. numerous writing tasks
(avoid the “I assign, you write, I grade” syndrome)
c. limit number of rewrites
d. more “all-class” tasks
(Greater Essays: 3 versions of the same essay)
(Great Paragraphs: all s’s work on same topic sent)
(various books: Building Better Sentences TASK)
Tasks that ALL students can do together
and then check together
1. Teach a CLASS: You don’t get paid
enough or have enough time to teach 20 /
15 / 32 individual writing classes for the
whole semester
2. Teach a CLASS: Limit your grading time
3. Teach a CLASS: Concrete activities that
students can complete and check in
pairs/groups
4. Practice building better sentences, which
are the foundation for paragraphs, essays,
and all types of writing.
Sentence Combining in Small
Groups
1.
2.
3.
4.
Students work in 3s.
There are 3 problems.
Each student becomes A, B, or C.
After Problem A, then student A will put
that on the board. (All A students go to the
board at the same time.
5. Check all answers as a class.
EXAMPLE for whole class
1.
2.
3.
4.
you:
The flag is Mexican.
The flag is green.
The flag is white.
The flag is red.
_________________________________
_________________________________
Problem A
from Great Paragraphs, p. 244
1.
2.
3.
4.
School uniforms should be mandatory.
This should be for all students.
The students are in the United States.
This is for a number of reasons.
you: _________________________________
_________________________________
Problem B
1.
2.
3.
4.
Matt plays tennis every Monday.
Matt plays tennis at night.
Matt enjoys this.
Laura also enjoys this.
you:
_________________________________
_________________________________
Problem C
1.
2.
3.
4.
5.
6.
Karla is extremely happy.
Karla got a car.
Her car is new.
Karla’s car was a gift.
The purpose of the gift was for her birthday.
On this birthday, she turned 30.
: _________________________________
_________________________________
you
What we CAN control
3. the scoring procedure (YOUR TIME!)
(no research to show that your grading =
better student writing)
a. Mrs. Cameron
b. specific feedback , not overkill
(e.g., vocabulary: GIVE the word!)
What we CAN control
4. What we do (and don’t) teach
4a. teach (selected) grammar ONLY AS NEEDED
 GRAM CLASS (no future perfect!)
 WRITING CLASS
 TEACH, not TEST, SPECIFIC EDITING
(from Top 20 & others)
“This paragraph contains 7 errors: spelling (1),
word choice (2), s-v agr (3), topic sentence (1).”
4b. TEACH VOCABULARY at the adv. Level
 Keep a vocabulary notebook… (Vocabulary Myths)
Grammar Example #1
VERB TENSES? Yes, but which ones?
By the year 2020, perhaps the US
population will have grown to almost
500 million.
Future Perfect Tense???
Grammar Example #1
VERB TENSES:
①present tense
②past tense
③present perfect tense
④present & perfect modal + verb
⑤past perfect
⑥passive voice of 1-5
Grammar Example #2
ADJECTIVES BEFORE NOUNS?
Opinion:
Dimension:
Age:
Shape:
Color:
Origin:
Material:
an interesting book
a big apple
a new car
an oval mask
a black coat
a Canadian product
a plastic toy
 a big round Malaysian opal friendship ring
 a delicious aged Dutch cheese snack
Grammar Example #2
ADJECTIVES BEFORE NOUNS?
1. Make your students use ONE adjective
1. Make sure the adjective is BEFORE
the noun it modifies
A non-ESL-tainted co-author…
from
Greater Essays, Essay 4c, p. 102
Modern Music Technology: Downloading or Stealing?
The recording industry is in a slump. Albums and CDs
are not selling as much as they were several years ago, and
this trend shows no sign of reversing. For the industry as a
whole, profits are down ten percent within the last three years.
What has caused this downward spiral for the music industry?
The answer is the same piece of equipment with which I am
writing this essay: the personal computer. There are three
reasons that the computer has had this deleterious effect on
the recording industry.
Evidence that Vocabulary is
Critical in ESL Writing
• 1st SOURCE: Research studies
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Santos (1988)
Ferris (1994)
Biber (1986)
Engber (1995)
Dordick (1996)
• 2nd SOURCE: ESL Composition Rubrics
– Teacher-generated
– ESL Profile (Jacobs et al. 1981)
– TOEFL ®
Tips for Teaching / Inspiring Better Writing
• Remember students’ REAL objectives
• Respect student time / money investment (don’t have
students write only 3 or 4 assignments in a semester)
• Don’t teach a grammar course, teach a WRITING
course (which means teaching grammar as actually
needed, not as dictated from the “this-is-good-foryou” mentality)
• Collect many assignments, allow the papers to “die”
in memory, mark many lightly/specifically, focus on a
few in depth and through drafts
Tips for Teaching / Inspiring Better Writing
• Concentrate on editing skills -- both surface language
AND composition/meaning
• Let students work together, but don’t go crazy with
peer editing (AKA: peer-editing is not THE solution)
• Work on sentence-level tasks (even at advanced!!)
• Encourage/Push vocabulary usage/growth
• When in doubt, go back to ……….
The Serenity Prayer
Questions?