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 e99IcQ917513; Mon, 9 Oct 2000 14:38:26 -0400 (EDT) Date: Mon, 9 Oct 2000 14:38:26 -0400 (EDT) Message-Id: <200010091836.OAA01733@maynard.mail.mindspring.net> 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: "Abigail Tom" <abtom@mindspring.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:5179] RE: Teaching Writing for Level 2 X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="US-ASCII" X-Mailer: Microsoft Outlook Express Macintosh Edition - 4.5 (0410) Status: O Content-Length: 1077 Lines: 19 I think clear models which can be adapted (personalized) by the student are very helpful. For example, I might give them a paragraph about my family; then they can write about their own. Higher students usually add to it but lower students have the security of the model. I am also very fond of collaborative writing for my high beginners. I like the Picture Stories books (by Ligon and Tannenbaum). Students write their stories in groups of 3 or 4 on big plastic erasable sheets which can be stuck on the wall. They argue a lot while doing it, which is great. Afterwards, we look at each story for parts we like and also for parts we want to ask about. I don't go into grammar points they don't ask about unless there's something we've just been working on (eg, subject verb agreement). The size and erasability of the sheets is important, I think. The size makes it clear it's a collaborative project and being able to erase makes people more willing to try things out. Abbie Tom -- Durham Technical Community College Durham, North Carolina USA abtom@mindspring.com
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