Onlinelearning-mastering-online-discussion-board-facilitation.pdf. 30 Ideas for Teaching Writing. Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers 2005 Distinguished Achievement Award for Instructional Materials.
The National Writing Project's 30 Ideas for Teaching Writing offers successful strategies contributed by experienced Writing Project teachers. Since NWP does not promote a single approach to teaching writing, readers will benefit from a variety of eclectic, classroom-tested techniques. These ideas originated as full-length articles in NWP publications (a link to the full article accompanies each idea below).
Table of Contents: 30 Ideas for Teaching Writing 1. Debbie Rotkow, a co-director of the Coastal Georgia Writing Project, makes use of the real-life circumstances of her first grade students to help them compose writing that, in Frank Smith's words, is "natural and purposeful. " ROTKOW, DEBBIE. 2003. Back to top 2. 3. LLT Vol5Num1: E-mail and Word Processing in the ESL Classroom: How the medium affects the message. Bollati - Creating a Learning Community Through Electronic Journaling. The Internet TESL Journal Anne Bollatibollatia [at] bhc1.bhc.eduBlack Hawk College (Moline, IL, USA) For two years I listened to comments about the benefits of using asynchronous discussion boards from my colleagues in the English and the Math Departments.
"Community--a strong sense of community is built--students really get to know each other. " Their enthusiasm was contagious, but I was skeptical of the value of such a tool to our ESL Program that already had small classes and was already a tightly knit group. However, not wanting to deny our students the opportunity to experience a new way of learning, I decided to make our intermediate writing class a web-enhanced course. Discussion boards are a very simple tool for both teacher and students to learn. After the short orientation, students begin the writing project that will last for the rest of the sixteen-week semester. 1. 2. 3. The discussion board also brought more tangible and practical benefits: 4. 5.
Kerka, Sondra. Campbell - Weblogs for Use in ESL Classrooms. The Internet TESL Journal Aaron Patric Campbellapc33 [at] rocketmail.
University (Seta, Japan) The purpose of this paper is to introduce three ways that weblogs can be used to support ESL classroom learning. After defining what a weblog is, I will proceed to show how weblogs can be put into immediate use in the ESL classroom by means of three distinct types: the tutor weblog, learner weblog, and class weblog. I will also mention the software available for creating and maintaining weblogs. What is a Weblog? A weblog (or 'blog') can be thought of as an online journal that an individual can continuously update with his or her own words, ideas, and thoughts through software that enables one to easily do so. Even though weblogs have been in existence since the very beginning of the world wide web itself (Winer, 2002), free, commercially available 'blogging software' of the type discussed in this article, seems to have made its first appearance in July of 1999 (Blood, 2000).
ELI8006. Computers and ESL Writing Classes. Why Use Computers in ESL Writing Classes?
An example of how computers made collaboration possible in an ESL writing class is explicated in Jacquelyn A. Cassidy's article, "Computer-Assisted Language Arts Instruction for the ESL Learner. " In her article, Ms. Cassidy explains her experience assisting in an ESL advanced writing class at Montclair State University. Using E-mail in EFL Writing Classes. Eui-Kap Leeleekap [at] hotmail.com Hansung Science High School (Seoul, Korea) Introduction This article suggests the benefits of using e-mail in EFL story writing classes.
The objectives of this article are (1) to have the students understand the role of cohesive markers and (2) to have them create entire stories on their own using cohesive markers. It requires about 4 class hours and teaching aids such as a computer and e-mail system, an overhead projector and pictures drawn by the teacher or scrapped from magazines. Rationale We grew up listening to various stories.
Cohesive Markers. Emerging. LLT Vol7Num2: Blogs and Wikis: Environments for On-line Collaboration. Massi - Interactive Writing in the EFL Class: A Repertoire of Tasks. The Internet TESL Journal María Palmira Massimpmassi [at] ciudad.com.arUniversidad Nacional del Comahue (Río Negro, Argentina) Writing in the EFL Situation: Theoretical Perspectives Writing plays an important role in our personal and professional lives, thus, it has become one of the essential components in university English for General Purposes (EGP) and English for Academic Purposes (EAP) curricula.
Its multifarious pedagogical purposes range from reinforcement, training and imitation (generally in the early stages of instruction) to communication, fluency and learning (at intermediate and more advanced levels) (A. Raimes 1983, 1987). In this article, we will concentrate on the last three purposes, namely, communication, fluency and learning, since we consider writing as a tool for the creation of ideas and the consolidation of the linguistic system by using it for communicative objectives in an interactive way. Making Writing Interactive Group-brainstorming on a given topic(i.e. 1. Commentary. Teaching Writing: Strategies. Writing competence in a foreign language tends to be one of the most difficult skills to acquire.
This is true for English as well. The key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students. Students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Overall Game Plane Choose writing objective Find a writing exercise that helps to focus on the specific objective If possible, tie the subject matter to student needs Provide feedback through correction activities that call on students to correct their own mistakes Have students revise work Choose Your Target Well Choosing the target area depends on many factors; What level are the students?
Remember.