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 h14MvBP29454; Tue, 4 Feb 2003 17:57:11 -0500 (EST) Date: Tue, 4 Feb 2003 17:57:11 -0500 (EST) Message-Id: <001301c2cca2$ad7e50a0$d09570d1@judydewar> 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: "Judy J. Dewar" <teacher@wildak.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8495] Re: writing in class X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1106 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2956 Lines: 65 Dear Pam, It is very important that students develop an ability to write to help them organize their thoughts, develop correct grammar and communicate with others. My Intermediate/Advanced students write a journal entry every week. It may be an article for our student newspaper or another topic that concerns us. Some topics we have explored are: Recent earthquakes in our area, a practice Letter to the Editor, notes to school, my pets, our trip, my first day in the United States, advice to our child, "If I won a Million Dollars, writing a resume, how to file a complaint, poems, etc. There's so much you can do with this. We read our journal entries to each other in small groups, keep copies in their journal section of their binder, and add the best of their work to their portfolio. You can start students on writing projects by brainstorming words associated with the topic. Then have students use these words to build their paragraphs. If they are early intermediate, have students dictate a paragraph to you, write it down word for word, and then read it back to them to help them find their mistakes. Correct the mistakes together ( go easy on the beginners and correct only the most blatant mistakes). Then have your students write a "clean" copy from their rough draft. Hang on to their very first attempt and rough draft and date it. At the end of the semester or year, pull out that sample and compare it to students' end of the year submissions. They will be delighted with their progress and so will you! Have fun! Judy ----- Original Message ----- From: "Pamela Brown" <brownpg@jmu.edu> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Tuesday, February 04, 2003 12:24 PM Subject: [NIFL-ESL:8494] writing in class > I have a question for all of you ESoL teachers out there: how much writing > do you do with your students, and what do you have them write about? Is > teaching writing part of your curriculum, or is just part of your classes > by chance ( a student needs to write a letter for a job or to ask for > information, etc. and asks for help in class)? How do you structure a > writing lesson? How do you use the final results, that is the completed > piece of writing? Or do you just send it home with the student? If you had > an opportunity to publish your students' writing, would you? (You know, if > money, access to the equipment were NOT your concern). > > I know this is sort of vague, but to be quite honest, I'm not sure just > what it is I'm looking for right now. I have this idea in my head...and I'm > hoping your thoughts will help me pull it into shape. Please respond > directly to me at brownpg@jmu.edu > > Thanks!!! > > Pamela > > -- > Brown, Pamela Greenhalgh > Workforce Improvement Network > James Madison University > MSC 9003/Blue Ridge > Harrisonburg, VA 22807 > 540-568-8797 > 888-637-8494 > brownpg@jmu.edu > http://www.jmu.edu/esol > http://www.jmu.edu/mainstva
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