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Chapter 8- Question

Using Portfolio as one way of assessment is widely used in Composition class. What are the advantages and disadvantages of using portfolio?

Chapter 7- Question

In composition/ writing class, errors in grammar/spelling should be treated in a different way. However, many teachers ( including me) almost always correct grammar and/or spelling errors because they are just right there repeatedly if the teacher does not correct them. According to Ferris and Hedgcock, how should teachers treat grammar/ spelling errors in Composition class?

Ch 6 Question

In chapter 6 Ferris and Hedgcock talk about peer response. The authors suggest effective peer response activities which I believe can be applied to both native speakers' and English as a Second Language Learners' composition course. According to Ferris and Hedgcock, how can a teacher effectively carry out an effective peer response?

Ch. 5 Question

In chapter 5 Ferris and Hedgcock talk about responding to student writing. The authors discuss about particular points in the writing process feedback should be given in order for the feedback to be effective, giving feedback on content and organization and feeedback on linguistic form, and types of feedback a teacher can give. According to the authors, how can a teacher effectively give feedback to ESL students' writing?

Chapter 3 and Chapter 4 Questions

• In Chapter 3 the author discusses the importance of understanding the learner population in order to desgin lessons and the overall syllabus for the composition course. The author presents the idea of working with the students in regards to decision making about the reading selections, assignments, and assignment criteria. How would this affect the classroom? Do you believe that this is a realistic practice for teachers?

• I was examining the text book features and evaluation criteria on page 132 and 133 and was wondering what you all thought of it. Is this something that you would implement as a composition teacher? If not, how would you go about selecting course material?

Questions for Oct 11 Week (Noe)

Here are the questions for this weeks discussion,

a) Reading chapters 1 & 2, there have been a few disagreements between the book and what we are learning in composition class.

What are some disparities in ideas on teaching between our Composition classroom and the book we are reading, how do these differences have a different impact on EFL/ESL students and NES (Native English Speakers) in a composition classroom?

b) All too often teachers allow their political or social motivations interfere with their teaching, resulting in "skewed" teaching, or teaching that has an agenda, such as feminism, or liberation rights.

From all the ESL knowledge of teaching we have aquired over time, how can we react to a situation in which the school or company requires us to teach in an traditional style? Would your ideas of what is teaching and what isn't interfere with the classroom as they want it taught?