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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?

Ch2

Just finished reading ch2 and although I'm sure writing this much isn't necessary, I think it is rather helpful in noting down the main ideas or what I have come to think of the text. Ch2 deals mostly with the link between reading and writing. Based on several different kinds of studies, it has been shown that ESL students would actually benefit more from reading that writing alone, although that is not suggested, a balance between both would provide the optimal benefit in the classroom. It also touches some on the different genres of study for students, how each field has its own style and although it is close to impossible for one alone to teach all these; the problem can be well solved over time. The idea of L1 knownledge to L2 transfer is one that, not only is mentioned in this book, but is something I learned in the class "Dual Language Enrichment."
The theories suggest that skills learned in L1 transfer over to L2. Sure students should learn the different genres and styles of rhetoric, but this is information that is ultimately picked up along the way, through other courses or their own background knowledge. As ESL/EFL teachers, academic writing should be one of the primary concentrations, most particularly research, but also reading of those texts, particular to the students fields.

"Academic ESL instruction should include reading and writing tasks that will prepare learners for the demands of the wider academy and for their individial disciples."

Although we know this is unrealistic in a NES classroom, to teach all forms; concentrating on something such as research and academic text's as articles and journals will ultimately benefit the student, as they will learn in their own fields formats and various others over time.

Ch1

I started reading today and have done chapter one so far. From what I have read so far, I believe we chose the right book. The chapter begins with an explanation on how most ELS comp theory is unrefined but gives a small history of it's progress. Several different schools are thought are looked into; however, it goes the step further by declaring the needs of ESL students will vary much more from those of NES (Native English Speakers). Because of that reason, things that may not seem so important to us, be it rhetorical strategies, grammar, citations and even research and acquisition of articles, should be taken into consideration as their needs differ from NES. In the end, many factors should be taken into account when deciding what pedagogical approach should be asserted in the ESL classroom, whether it be personal or institutional.

"Apprentice ESL writers may require "more of everything" in terms of procedures, heuristitics, content, practice, and feedback than their NES counterparts ." That is, L2 composition teachers offer their learners the greatest benefit by devoting "more time and attention across the board to strategic, rhetorical, and linguistic concerns." (Pg.17)

Book

Ferris, Dana and John S. Hedgcock. Teaching ESL Composition. New Jersey: Lawrence Erlbaum Associates, 2005. Print