Re: Englisn Comp 101 instructor needs advice

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I think you just made a big mistake by informing pixie regarding
what she or he would do, literally speaking you should say a
composition in reference to subject of writing, not states that
teaching writing is difficult, since you are making an imposition
that subject is present tense therefore you were incorrect. I am
not a teacher but what I presently observed here is that you
suggested to your fellow teacher a sentence which entirely
grammatically wrong, and speaking by all means therefore you both
the same.. Kindly if you have a time review Mr Hal Portner
journal. This could both help you.. Good luck to both of you..

On 5/12/09, Amber wrote:
> Dear pixie,
>
> Don't be discouraged. Teaching writing is a difficult job,
> and students generally come to us with issues that need
> extensive time to work on. We all do what we can in the
> course of a semester.
>
> To me, your plan makes sense. ("I am just
>> trying to get them to write better than they did at the
>> beginning of the semester. I meet with each student
>> individually during class to discuss their writing, point
>> out the positives of what they are writing, encourage them
>> and guiude them in their weak areas, suggest ways to
>> organize their thoughts, and so on.")
>
> Students need to know what they do well so they can build on
> it. Your positive approach will plant the seeds for students
> to *want* to learn more about editing. If writing becomes
> solely an error hunt, no wonder students balk. Who wants to
> engage in an activity whose primary purpose is to avoid
> error? Yes, editing is important. But the thinking involved
> in writing is also important, and it must precede editing.
>
> The research on teaching grammar is unequivocal: surface
> issues like grammar, punctuation, and editing must be taught
> in the context of the student's writing, not as isolated
> subjects in and of themselves.
>
> I agree with the responder who suggested working with
> students on one kind of error at a time. Yes, this means
> individual work, and you have to work in order of priority
> (e.g., which is more important: their/there or sentence
> fragments? apostrophes or tense shifts? comma splices or
> capitalization?) Start with the most glaring issue and do one
> thing at a time. This kind of work may be slow but it will
> stick with students for the long haul.
>
> You're doing important work. Students need authentic reasons
> to write, lots of practice, responsible feedback, and a
> balanced assessment of strenths and weaknesses. It sounds
> like you're already on your way to giving them what they
> need. Hang in there!
>
> Amber
>
> P.S. Oh, I'd also recommend taking a session with a state
> writing project if possible. (Every state in the U.S. has
> one. Some have several. They're summer institutes on best
> practices in teaching writing. You can google to find one
> near you.)
>
>
>
> On 5/05/09, pixie wrote:
>> I am just finishing my second semester as an adjunct
>> teaching English Comp 101, one 2-1/2 hour class per week
>> for 15 weeks. I am told that the students take placement
>> tests beforehand but my class includes two or three whose
>> first language is not English and who, understandably,
>> have great difficulty writing a decent sentence, let alone
>> a paragraph, in English. My students are working adults
>> and their papers, even those of the native English
>> speakers, still have many run on sentences, comma splices,
>> fragments, misuse of commas and semi-colons. etc. I taught
>> in-class lessons on these things, had them do on-line
>> practice, gave them a couple of quizzes, and still these
>> errors are commonplace. Some are writing at what I
>> consider a college freshman level, but many of the
>> students have no clue about topic sentences and support,
>> transitions and signal words, capitalization, the
>> difference between "there" and "their," and other basic
>> things they should have leanred in high school. Since my
>> students are working adults, I provide some in-class
>> writing time every week, increasing as the semester
>> progresses. I wouldn't mind teaching them these basic
>> writing elements, but the class time is very limited!!
>> They are required to write several essays, including a
>> research essay, and to learn about MLA citation, avoiding
>> plagiarism, and evaluating sources. Since they are
>> working, have kids, and have family and work issues that
>> cause some of them to miss classes. I have really lowered
>> my expectations because it seems like they mostly do not
>> even keep up with the reading assignments. I am just
>> trying to get them to write better than they did at the
>> beginning of the semester. I meet with each student
>> individually during class to discuss their writing, point
>> out the positives of what they are writing, encourage them
>> and guiude them in their weak areas, suggest ways to
>> organize their thoughts, and so on. Any suggestions from
>> marjoryt (please come out of retirement!!) or others would
>> be appreciated. I want to be ready for the next semester.
>> Thanks!!
 

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