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 h15D5jP02290; Wed, 5 Feb 2003 08:05:45 -0500 (EST) Date: Wed, 5 Feb 2003 08:05:45 -0500 (EST) Message-Id: <25CB81470C145945ACCA11CBD2CDB34CA12293@gti5.gwinnett.tec.ga.us> 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: "Plumb, Judie" <jplumb@gwinnett.tec.ga.us> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8500] RE: writing in class X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 3261 Lines: 72 At the pre-lit level, in the classroom, writing is the foundation. A student that does not know how to read and write needs to learn those skills, as well as to speak English. This is not "by chance". The unique book that helps me accomplish that is Literacy Plus, A and B by Longman Press (see Longman.com) In the classroom, whatever the level, I assign a writing exercise that reinforces the 1 grammar point that I've taught through contextual dialogues. The students write in class so that I can give individual help. Since most of my students work full-time (some have 2 jobs), writing assignments usually don't get done at home. In one class, we publish a newsletter with short articles written by the students. You might want to research "journaling" by the students and teacher. There has been a lot written about it. You might want to check out the Longman website: they have relevant books on writing, such as "A Writing Book: English in Everyday Life". Letter writing is basic: American social skills -- what to write and when, to whom to write and how (formal or informal), thank you notes (informal and after a job interview, etc), invitations, responding to invitations, cover letters for resumes, complaint letters and the list goes on. In the higher levels, students need to learn how to express their thoughts and organize them in the way American English speakers organize and present their thoughts: narrative writing, etc. Unless the students are going on to college, the scholastic essay might not be pertinent. Don't forget, learning takes place when writing the draft, revision and final form. There are a multitude of ideas on how to structure & use writing in the ESOL classroom: on the internet, in books. In every class, I focus on 4 skills: listening, speaking, reading, writing. Good luck. Judie Plumb Workplace & Health Literacy Lead Instructor Gwinnett Technical College 770-962-7580 Ext 340 -----Original Message----- From: Pamela Brown [mailto:brownpg@jmu.edu] Sent: Tuesday, February 04, 2003 4:24 PM To: Multiple recipients of list 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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