Hello Sheryl, all,
a quick response now, maybe more later --
But setting written specific goals and then developing a rubric (with input
from learner and facilitator/instructor on observed error/challenge
patterns) --
then ensuring that the rubric is understood, then editing paragraphs with a
focus on ONLY one rubric item at a time, repeatedly --
challenge the learner to take one paragraph, edit it looking ONLY for ONE of
the errors she/he is trying to correct,
then have it reviewed by instructor, then edited / perfected again for that
ONE error only.
Then repeat with another paragraph and another and another until learner
feels more confident in that skill (this may be a day, days, weeks; varying
per learner), then POST a written dated track record of progress, and tackle
the next item -- I've noticed in informal research that this method yields
positive results, measurable results, and is a motivator, and often rapid
incremental progress noted, with fewer backslides than other approaches.

must dash, hope this makes some sense and is helpful in some way -- will try
to post/share a sample rubric later,
Holly

On Fri, May 9, 2008 at 3:29 PM, Sheryl Rogel <srogel at bates.ctc.edu> wrote:


> Greetings.  I am new to this blogging world; thus, I may be not applying

> this form correctly as I am just 'replying to all' via my email.

>

> I am quite interested in the how teachers advance the language of higher

> level learners of English.  In my regular college prep English courses,

> I work with a few students each quarter at this level, and in the last

> week I have been introduced to two young, 14 year old, Chinese students

> attending a local private school who want to advance their English this

> summer.

>

> They have been excellent students in their Chinese schools and their

> thinking shows depth and much of their speaking and writing in our

> language is delightful --- similar to our high school and adult

> students.   However, their writing also reflects a variety of

> misunderstandings about sentence structure and verb and preposition

> choices, as well as a lack of depth in vocabulary, i.e. overuse of words

> such as 'good' - 'nice' - words that appear in primary school readers.

> They are asked to write page+ long assignments and the misunderstandings

> continue to pile up until we must ask,  "Where do we start?"

>

> Any suggestions focusing on strategies, lessons, and/or ideas that have

> been successful in advancing English competency would be welcomed.

> Thank you.

>

>

> Holly (Dilatush)

>

> holly at dilatush.com

> (434) 960.7177 cell phone

> (434) 295.9716 home phone

> [OK to call 7:30 a.m. to 9:30 p.m. EST / GMT -5 time]

>

> "As soon as we begin to generalize, we fail to have meaningful dialogue."

> (Katherine Mercurio Gotthardt, 2008)

>

> "Live with intention. Share inside~out smiles, inspire hope, seek awe and

> nurture in nature."

>

> www.tales-around-the-world.blogspot.com

> www.abavirtual-learningcenter.org

>

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