Week 3 Reading Response

ESL Chapter 3:

One of the first suggestions this chapter makes is “breaking the ice” between tutor and tutee is initiating a friendly greeting and being welcoming. It is stressed that tutors must know how to make the first move, and it is important to know how to plan, prioritize, goal set, and stick to the schedule. The chapter points out that the latter is very much an American custom. Grammar should not be completely dismissed although it may not be considered high-order concerns. It is better to see a pattern of errors in grammar and focus on understanding how to fix those, rather than edit every sentence within the paper. The first question to ask is what the student knows about the writing center. Next, ask about the student’s writing as well as the writing assignment. Visual representations can help get the higher-order across to ESL students.

ESL Chapter 5:

Appropriation in writing is described as a loss of voice or ownership of original text. Chapter 5 recommends that teachers relinquish some of their authority about bending a student’s writing towards their tastes. A way to preserve a student’s voice is to ask the student to participate in the editing changes being made. The tutor is encouraged to revise “with” the student, rather than “for” them. Another helpful point is to avoid raising the level of language in a ESL student’s paper via over-correcting. It is best to select particular passages to work on. Appropriation can also be avoided if the tutor considers the type of writing—for example, the purpose or the genre.

“When Responding to Student Writing, More is Better”:

Harris notes that the over-graded paper is of little to no value in regards to educating the student in his/her writing abilities. An over-graded paper just overwhelms the student, and is a waste of time for the teacher. Harris mentions that reading online reduces comprehension and memory of the material. Too often, teachers end up using useless jargon that confuses the student, and it is the teacher and student’s best interest to omit such vocabulary when leaving comments on student work. Teacher feedback also lacks a hierarchy in its commentary. Harris states that not all writing has to be graded, and this refers to the fact that the student should be directed to focus on just a few issues at a time that would improve the student’s writing over time.     

ESL Chapter 7:

            There are cultural conceptions concerning US writing standards that ESL students often struggle to master.  The Socratic method includes the use of open-ended questions that allow a conversation between tutor and tutee. Good writing is not the same as correct writing. The tutor is encouraged to ask the student what their paper is about. It is better for the tutor to show rather than tell. Brainstorming is important for generating a solid thesis.