Peer feedback (otherwise known as peer assessment) can be useful to both the receiver and the giver of the feedback as long as the feedback is meaningful. For this to happen, peer feedback needs to be constructive; it should start with a positive observation before pointing to an area or areas for improvement; and it should include a suggestion on how to improve, which means that the focus needs to be procedural. This is not the case in the sandwich feedback approach.Continue reading
Writing is an art, and art is supposed to be creative. But how come there’s a course called “Creative Writing?” How is this different from any conventional “Writing Course?” To be even more specific, should we have a course called – Creative Writing – in ESL, or can a conventional “Writing Course” do the job?
As an ESL teacher, I think that in the world of language pedagogy every piece of writing should be creative and therefore whether the course is called “Writing” or “Creative Writing,” creativity is an inherent part.
In this article, I’d like to share with you what happens when I teach a Writing course, which to me is no different than a Creative Writing course.Continue reading
Hi ESL Teachers,
My name is ED – English Dictionary – but most language learners call me “Oh, you again”. But I’m pretty sure that I’m one of your favorite things in life. For a while I’ve wanted to have a talk with you about something shocking I recently came across. It’s all about my casual talk with your students about my presence and role in their language learning. And believe me, that talk came out as a big surprise!
Writing is a process, and Díaz Ramírez (2014) gives the steps as follows: “brainstorming, planning, multiple drafting, peer collaboration, delayed editing, and portfolio assessment” (p.34). However, our students perceive writing differently and often skip a few of these steps. Editing is one of these skipped steps.
Editing is one of the vital skills I teach in my higher education communication courses. Interestingly, however, when I ask my students how often they edit, the answers I hear are as follows: “sometimes” and “almost never”. Also, when I ask what tools students use to edit their work, they often seem to be unsure of an existing tool. This is when I introduce Track Changes in Microsoft and the Suggesting Mode in Google docs.Continue reading
No matter what benchmark my students have in writing (I teach levels 5-7), almost all of them need to improve three things: run-on sentences/comma splices, punctuation (mostly commas) and the use of transition words.Continue reading
When you hear a newscaster say, “The hurricane has WENT from Hawaii to Osaka overnight,” perhaps, like me, you yell, “That’s GONE from Hawaii, you knucklehead!” Nevertheless, you have understood that knucklehead perfectly despite the grammatical error. There is no ambiguity in his meaning.Continue reading
How can college writing classes turn into an active learning environment?
In my writing classes, I try to provide my students with various opportunities to read, write, and receive feedback. One challenge, however, is when students are asked to write individually; they might not be motivated enough to work on their own. On the other hand, when assigning an activity to a group, there is often one student who seems to be working on the activity while the other students don’t get as involved as required.
I believe writing is a complicated topic to teach and asking students to produce written work can be a challenging process. To address these individual and group challenges, I have come up with a neat strategy that I would love to share with the rest of the educators dealing with similar challenges.Continue reading
Last week, I read over my students’ poems and was reminded how much I love my job. As teachers, we need to savour these pleasures and summon them during the more tedious moments. My students, mostly from Asia, are in a year-long EAP foundation program at Ryerson University. I asked them to write a poem based on “Where I Am From,” by George Ella Lyon.
The scholastic objective was to get my students to explore their identities, but my personal objective was to learn more about their families, their ambitions, their countries…their lives. In class, we went through the author’s life, stanza by stanza. We examined the details, the imagery, and the metaphors. Then my students went home and wrote their own versions.Continue reading
Do you ever teach CLB 5 narrative paragraph writing? Do your students usually write something with pencil on paper that they later discard? Have you ever thought of using Storybird to engage and enhance writing skills or create a class anthology of stories?
Publish itContinue reading
Do you use Canadian or American spelling in your classroom? Do you “correct” your students when they write color instead of colour? Have your students ever asked why you write metre when their dictionaries say meter?
A Trivial Matter?Continue reading