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When? What? Check with program, level, course
instructors Results will greatly guide your
rhetorical and structural syllabus Return the diagnostic to them for a
reflective writing at the end of the quarter
Piaget (cognitive constructivism) and Vygotsky (social constructivism)
Definition ‘The world of the learner and the world
of the expert’ Task-based and flexible All for discussion Bridge it to their own assignment
Particularly important for newer writers Move beyond topic, support, conclusion
and move towards depth of detail Benson and Gray (UC Berkley Writing
Project)A sort of paragraph diagramming
How to coordinate and subordinateLevel 1 (L1): Topic and Concluding sentence
Level 2 (L2): SupportLevel 3 (L3) Details, Examples
Train the students and expect it
Value of peer review
Training students on value, and how to successfully complete
Clear, focused and task-based
Involving a one-on-one discussion
Numerous benefits
Students should know and understand the rubric
Analytic vs. holistic rubrics
AT HOME ESSAYS
Process oriented A chance to
ruminate An ‘opportunity’
for plagiarism More fruitful peer
review More reflective of
future classes
IN CLASS ESSAYS
Their natural ability without ‘temptations’
Learn to use time effectively
Future test preparation
Oral vs. literate societies (Luria in B&E, 1976)
Which does not belong? Orality vs. Literacy and the home/school
disconnect Trackton Gateway & Roadville (Heath in B&E
1983) Writing as culturally defined (Kaplan, 1966) Issues of Plagiarism (Hinkel in Celce Mercia,
2001) Using Libraries – perspective (Hickock,
2009)
GAMES Argumentative Essays Process Essays Compare/Contrast EssaysGRAPHIC ORGANIZERS Narrative Essays Compare/Contrast EssaysCAMPUS RESEARCH Cause/Effect Essays Compare/contrast Essays
Plenty of structure-level error correction A reflection on the process
What I really liked about this assignment was…
What challenged me about this assignment was…
I feel I learned a lot about… I think I still need to work on….
Allow for triad reading – input Spend time with each student – in class
or out of class – as much as possible
Brown, Steven and Jodi Eisterhold (2004) Topics in Language and Culture Ann Arbor: University of Michigin Press
Grey, James and Robert Benson (n.d) Sentence and Paragraph Modeling University of California Bay Writing Project, Curriculum Publication 17
Hickok, J. (n.d) Bringing them into the community: Innovative Library Instructional Strategies for International Ss. Practical Padagogy for Librarians, Chapter 17
Hinkel, Eli (2001) Building Awareness and Practical Skills to Facilitate Cross Cultural Communication. In Teaching English as a Second or Foreign Language, Marianne Celce Murcia, ed) Boston: Heinle Cengage
Schcolnik, M., S. Kol & J. Aberbanel (2006) Constructivism in Theory and Practice. English Teaching Forum, Number 4.
Please email me if I can send you any more information
[email protected] [email protected] http://facweb.northseattle.edu/afenning
