Effective Writing Instruction for ESL Writers

1. Effective Writing Instruction for ESL Writers Targeting ESL Students Towards Success

2. Welcome to an ESL Writers’ World

4. Grade 8 Grade 10 ‘94 ‘02 ‘94 ‘02 All 66 85 79 91 LEP 28 41 38 47 Percent Passing TAAS, 1994 and 2002 TAAS Writing, Grades 8 and 10 (Exit)

5. Comprehensive Instruction Takes into Account Schooling Background Reading Proficiency in English Oral Language Proficiency in English Writing Proficiency in English

6. ESL Students and Their Schooling Backgrounds No Schooling Formal Schooling Limited-Formal Schooling Long-Term Schooling

7. Levels of Reading Proficiency in English Reading Proficiency Tests in English (RPTE) Beginner Intermediate Advanced

8. Levels of Oral Language Proficiency (OLP) in English Non Limited Fluent NES LES FES

9. Levels of Writing Proficiency in English Cognitive Academic Language Learning Approach Beginner Intermediate Advanced

10. Writing Rubrics: CALLA vs.TAKS

11. Building on Strengths in a Dynamic Context Beginning Beginning NES Intermediate LES Intermediate FES Advanced Advanced

12. Transferable and Non-Transferable Skills Phonology Orthography Syntax Semantics

13. Program Design Newcomer’s Center ESL with Sheltered Content Support ESL Pullout

14. Taking Aim FES Academic Achievement LES NES

15. Fluent-English Speaking Student • Struggling ESL Writer • Long-Term or Formally Schooled • Intermediate or Advanced Reader • Intermediate or Advanced Writer

16. Examining the Layers Target Language

17. Targeting Students for Success Habib Julia Troung Lupe Mark Natasha Mustafa Bjorn José Target Language

18. Habib Formally Schooled Non-English Speaking Beginning Reader Advanced Writer in Native Language

19. Building on Strengths

20. Julia and Troung

21. Building on Strengths

22. Beginning Writers Need Instruction to develop Oral Language Orthography Conventions Sentence and Paragraph Construction

23. Integrated Language Instruction Reading Listening Thinking Writing Speaking

24. Language Experience Approach Graphic Organizers Learning Logs Concept of Definition Maps Sentence Synthesis Word Walls Sentence and Word Expansion Capsule Vocabulary Cloze Procedure One-Sentence Summary Visual-Verbal Word Association Cards Window Paning Instructional Strategies for Beginning Writers

25. Oral Discussion Partner Stories Using Pictures and Wordless Books Concept Books: Creating a Teaching Library Riddle Books for Older Students Pattern Poems Improvisational Sign Language Life Murals Clustering Freewriting Semantic Mapping Additional Instructional Strategies

26. Accelerating Beginners Appropriate and ongoing assessment of student progress is critical when helping them make the greatest gains in academic achievement.

27. Building on Strengths

28. Natasha Limited-English Speaking Limited-Formally Schooled Intermediate Reader Intermediate Writer in Native Language

29. Building on Strengths

30. Mark and Lupe

31. Building on Strengths

32. What’s Difficult in Literature and Composition for ESL Students? Culture and Concepts Cultural Values Shared Knowledge Discourse Organization

33. What’s Difficult in Literature and Composition for ESL Students? Vocabulary • Difficult to understand • Difficult to find appropriate words to express intended meaning “Finding the right word presents difficulties for all writers; for an ESL writer, finding a word is the major challenge.” (Chamot and O’Malley, 1994, p. 290)

34. What’s Difficult in Literature and Composition for ESL Students? • Language functions and structures • Comprehension and expression difficulties “ESL students may avoid or make inaccurate use of complex sentences and grammatical structures that communicate subtleties and nuances in written English” (Chamot and O’Malley, 1994, p. 291). • Students may lack learning strategies • Comprehension • Writing

35. Intermediate Writers Need • Strategies to improve sentences • Quality • Length • Style • Variety • Strategies to improve organization • Paragraphing • Logical ordering of ideas in English • Support in the conventions of writing in English • Punctuation • Grammar • Usage

36. Eradication Strategies • Encourage appreciation and acceptanceofothers’ languages and dialects • Preserve the voices of students • Identify appropriate interventions to teach students about discourse patterns, audience, context, and tone Don’t Work

37. The Writing Process • Shifts emphasis from a product-driven approach to a process-driven approach • Provides effective writing instruction • Enforces the process all writers go through as they develop their compositions • Helps develop positive attitudes towards writing

38. Stages in the Writing Process Prewriting Reflective Recursive Publishing Drafting Revising Editing 38

39. Using the Writing Process with ESL Writers • Focuses on meaning first and then moves to mechanics • Includes goals for fluency, clarity, and correctness • Allows students to be involved in writing regularly for meaningful purposes and real audiences • Allows more advanced students to work together and support each others’ writing development

40. Prewriting • Explore the possibilities in the writing task • Stimulate and enlarge the writer’s thoughts • Movewriters from the stage of thinking about a writing task to the act of writing • Develop a plan to help choose the topic, purpose, audience, and form or structure Do not overlook prewriting activities

41. Drafting • As the first version of writing, the purpose of drafting is to put the thoughts onto paper • Writing’s recursive nature means that drafting will be revisited again and again and again.

42. Revising • Improves the composition so that the product is more interesting and understandable to the reader • Clarifies meaningand expands ideas • Helps writers learn the craft of writing Revising means “seeing again.”

43. Editing Helps the writer Understand that conventions convey meaning Make corrections to errors in the conventions of writing, including spelling, grammar, capitalization, and punctuation

44. Publishing • Helps the writer focus on the communication of meaning to a real audience, thus giving a purpose for writing efforts • Acknowledges that writing is genuine communication • Is an effective strategy for motivating writing • Practices the highest level of revising and editing skills

45. Positive Signs of the Writing Process “Intermediate writers still make frequent errors in punctuation, grammar, and usage. In fact, they may make more such errors than beginners because they are producing more writing—a positive sign of the writing process. Recurrent errors may serve as the basis of an individual or group mini-lesson, so that students may correct such errors during editing.” (Peregoy and Boyle, 2001, p. 234)

46. Mini-Lessons in Writing • Are of short duration(10–20 minutes) • Demonstrate important aspects of the writing process with clear, powerful examples • Focus on a specific writing principle or procedure • Are interactive and meet students’ needs 46

47. Mini-Lessons in Writing Procedural Matters Literary Concepts Strategy and Skill Lessons 47

48. Mini-Lessons in Writing Students should apply and be held accountable for skills and strategiestaught in mini-lessons. 48

49. Sheltered Instruction andThe Writing Process Preparation Interaction Building Background Practice/ Application Comprehensible Input Lesson Delivery Strategies Review/ Assessment

50. Image Streaming Paragraph Structures Learning Logs Concept of Definition Maps Sentence and Word Expansion Advanced Capsule Vocabulary Semantic Features Analysis Chart for Conventions RAFT Graphic Organizers for Text Structures Instructional Strategies for Intermediate Writers