Reproductions supplied by EDRS are the best that can be ...and that increased mastery of writing...
167
DOCUMENT RESUME ED 446 440 FL 026 454 TITLE Learning To Write, Writing To Learn: The Teaching of Writing in the Foreign Language Classroom. INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. PUB DATE 1998-00-00 NOTE 170p. AVAILABLE FROM Public Schools of North Carolina, State Board of Education, Department of Public Instruction, 301 North Wilmington Street, Raleigh, NC 27601-2825. Web site: http://www.dpi.state.nc.us. PUB TYPE Guides - Non-Classroom (055) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Content Area Writing; *Cooperation; Elementary Secondary Education; English (Second Language); Interdisciplinary Approach; Language Arts; Language Teachers; *Second Language Instruction; *Second Language Learning; State Curriculum Guides; *Teaching Guides; Teaching Methods; *Writing Across the Curriculum; Writing (Composition); *Writing Instruction IDENTIFIERS Content Area Teaching; North Carolina ABSTRACT This book is the result of an effort by English language arts teachers and foreign language teachers to collaborate with the understanding that writing improves student learning across the curriculum, and that increased mastery of writing skills in a student's first language will improve foreign language learning. This fact notwithstanding, few foreign language teachers feel competent to teach writing. The purpose of this guide is to give foreign language teachers additional help for teaching writing in the foreign language class and to foster a spirit of collaboration with their English language arts colleagues. This guide is divided into ten chapters. Covered topics include the following: elements of good writing programs, the writing process, writing strategies; writing in the North Carolina Standard Course of Study, the first and second language connection, dialogue journals and learning logs, suggestions for writing, multiple intelligences, the role of grammar, and assessment. There is also a bibliography and four appendices covering the North Carolina Standard Course of Study, ACTFL Writing Proficiency Guidelines, Focused Holistic Scoring Guides, and Graphic Organizers. It is concluded that developing good writers is a goal shared by all teachers. Learning another language is synonymous with learning to communicate and communication takes place in a variety of ways, one of which is through writing. (KFT) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of Reproductions supplied by EDRS are the best that can be ...and that increased mastery of writing...
DOCUMENT RESUME
ED 446 440 FL 026 454
TITLE Learning To Write, Writing To Learn: The Teaching of Writingin the Foreign Language Classroom.
INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh.Instructional Services.
PUB DATE 1998-00-00NOTE 170p.
AVAILABLE FROM Public Schools of North Carolina, State Board of Education,Department of Public Instruction, 301 North WilmingtonStreet, Raleigh, NC 27601-2825. Web site:http://www.dpi.state.nc.us.
PUB TYPE Guides - Non-Classroom (055)EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS Content Area Writing; *Cooperation; Elementary Secondary
Education; English (Second Language); InterdisciplinaryApproach; Language Arts; Language Teachers; *Second LanguageInstruction; *Second Language Learning; State CurriculumGuides; *Teaching Guides; Teaching Methods; *Writing Acrossthe Curriculum; Writing (Composition); *Writing Instruction
IDENTIFIERS Content Area Teaching; North Carolina
ABSTRACTThis book is the result of an effort by English language
arts teachers and foreign language teachers to collaborate with theunderstanding that writing improves student learning across the curriculum,and that increased mastery of writing skills in a student's first languagewill improve foreign language learning. This fact notwithstanding, fewforeign language teachers feel competent to teach writing. The purpose ofthis guide is to give foreign language teachers additional help for teachingwriting in the foreign language class and to foster a spirit of collaborationwith their English language arts colleagues. This guide is divided into tenchapters. Covered topics include the following: elements of good writingprograms, the writing process, writing strategies; writing in the NorthCarolina Standard Course of Study, the first and second language connection,dialogue journals and learning logs, suggestions for writing, multipleintelligences, the role of grammar, and assessment. There is also abibliography and four appendices covering the North Carolina Standard Courseof Study, ACTFL Writing Proficiency Guidelines, Focused Holistic ScoringGuides, and Graphic Organizers. It is concluded that developing good writersis a goal shared by all teachers. Learning another language is synonymouswith learning to communicate and communication takes place in a variety ofways, one of which is through writing. (KFT)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
rhis document has been reproduced aseceived from the person or organization
originating it.Minor changes have been made toimprove reproduction quality.
Points of view or opinions slated in thisdocument do not necessarily representofficial OERI position or policy.
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Public Schools of North Carolinar471 State Board of Education
MC:301 North Wilmington Street, Raleigh, North Carolina 27601-2825Department of Public Instruction
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Please take a moment to let us know if this document Learning to WriteWriting to Learn: The Teaching of Writing in the Foreing Language Classroommeets your expectations.
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Use this form and/or additional sheets to record your comments andreturn them to:
Bernadette Morris, Foreign Language ConsultantNC Department of Public Instruction301 N. Wilmington StreetRaleigh, NC 27601-2825Fax: (919) 715-2229 and (919) 715-0517E-mail: [email protected]
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T44444 y Z(41 to the following teachers who contributed students'
writing samples to this document. Our sincere appreciation is extendedto all the students who so willingly submitted their work for consider-ation in this publication. For practical reasons, only the samples whichbest illustrate certain points are included in this publication.
Asheville City SchoolsWilliam Stanhope, French, Asheville High School
Alamance-Burlington SchoolsMiriam Granados, Spanish, Eastern High School
Brunswick County SchoolsHolly Avalos, Spanish, Bolivia Elementary School
Chapel Hill-Carrboro City SchoolsLisa Youngman, French and Spanish, East Chapel Hill High School andPhillips Middle School
Duplin County SchoolsPatricia Chaves, Spanish, East Duplin High SchoolNorma Garcia, Spanish, Rose-Hill Magnolia Elementary SchoolClaudia Graham, Spanish, Beulaville Elementary School
Durham County SchoolsClaudia Di Bona, French, Durham Magnet Center for Visual and Per-forming ArtsCory Wolfrom, Spanish, Neal Middle School
Johnston County SchoolsDiana M. Beddow, North Johnston High SchoolValerie M. Carpenter, Clayton High School
Perquimans County SchoolsMartha Giraldo, Spanish, Perquimans Central School
Wake County SchoolsUnidentified teacher, Spanish, A.B. Combs Elementary SchoolN. Bordt, French, East Wake High SchoolMs. Boyer, Italian, W.G. Enloe High SchoolAnke Chignell, German, Wiley International Magnet SchoolNancy Clark, French, Fuller GT Magnet SchoolRichard Dubois, French, Broughton High SchoolLaura Feregrino, Spanish and French, Conn Elementary School
5
Gloria Feung, Chinese, W.G. Enloe High SchoolSi lke Finlator, German, Athens Drive High SchoolLuz Frye, Spanish, West Lake Middle SchoolJo Garrison, German, Martin Middle SchoolJane lle Haseman, Spanish, Durant Road Middle SchoolGlenna Heckert, German, Apex High SchoolAndolyn B. Herndon, Spanish, Fred J. Carnage Magnet Middle SchoolColette Hudgins, French, Wiley International Magnet SchoolAndrea Kazemzadeh, Spanish, Vandora Springs ElementaryElizabeth Mata, Spanish, Apex High SchoolMelanie Murphy, Spanish, Wake Forest ElementaryLinda Pattison, Spanish, Apex High School
Lae qe.i4e444Acknowledgments
Foreword ix
Introduction 1
Chapter 1 Elements of Good Writing Programs 16
Chapter 2 The Writing Process 26Pre-Writing 27Drafting 28Revising 30Editing 31Publishing 32
Chapter 3 Writing Strategies 40Pre-Writing Strategies 40Drafting Strategies 44Revising Strategies 46Editing Strategies 48Publishing Strategies 49Translating 51
Chapter 4 Writing and the North Carolina Standard Courseof Study 52Stage One 53Stage '-lInTo 63Stage Three 69
Chapter 5 First and Second Language ConnectionLanguage Acquisition 73Descriptive, Narrative, and Expository Writing 77Components of Writing 83
7
Chapter 6 Dialogue Journals and Learning Logs 99
Chapter 7 Suggestions for Writing 103
Chapter 8 Multiple Intelligences 110
Chapter 9 Role of Grammar 115
Chapter 10 Assessment 118Principles of Assessment 118Self-Evaluation 119Peer-Evaluation 122Holistic, Analytic, and Primary Trait Scoring 126
Conclusion 133
Bibliography 134
Appendix 139North Carolina Standard Course of Study 140ACTFL Writing Proficiency Guidelines 141Focused Holistic Scoring Guides 144Graphic Organizers 153
8
Fe 414440401
In recent years, concerns about students' writing ability have emergednationwide. In North Carolina, the ABCs of Public Instruction has placeda high priority and accountability on the basics of reading, writing, andmath and in helping students reach high standards in these areas. BothEnglish Language Arts and Foreign Language teachers have expressedconcerns about the students' literacy level. In addition, English LanguageArts teachers need to share the responsibility to improve students literacylevels, and Foreign Language teachers need to understand that increasedmastery of writing skills will improve Foreign Language learning.
Unfortunately, English Language Arts and Foreign Language teachershave often approached writing from their own perspectives withoutcollaborating with one another and without realizing what each can bringto this task. The realization that writing is everybody's responsibilityregardless of disciplines is not one which is accepted by all yet. However,Foreign Language study deals with communication and thus is especiallywell suited to address literacy skills. The inclusion and reinforcement ofwriting and of the writing process in the Foreign Language class is benefi-cial to students in all disciplines including their own native language.
Notwithstanding, few Foreign Language teachers feel comfortable to teachwriting. They feel ill-prepared and uneasy with this responsibility. There-fore, the purpose of this book is to give Foreign Language teachers addi-tional help for teaching writing in the Foreign Language class and to fostera spirit of collaboration with their English Language Arts colleagues.
9
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"Of the three R's the role of writing in learning and in the school cur-riculum- is perhaps the least understood....What isn't generally acknowl-edged is that writing is basic to thinking about, and learning, knowledgein all fields as well as to communicating that knowledge" (Fulwiler, p.1).
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Writing is language and thought written down. While writing for com-munication plays a major role in schools, writing can also generateknowledge and help the writer discover and create ideas (Fulwiler, 1987).
Writing involves the discovery of the very best language to express one'sthoughts, ideas, and information. It entails an interaction between thewriter, the text, and the reader (Osterholm) and in doing so, it includes apurpose and an audience.
lay Do We
In the past, when students were asked to write in the foreign languageclass, they did so for one major purpose: to practice and manipulate thelanguage and its structures. Students turned in a finished product whichwas usually graded on spelling, grammar, and punctuation and whichwas covered with red ink.
However, in more recent years, with the communicative focus of theforeign language classroom and with the advent of the whole languageapproach (especially at the elementary level), there has been a shifttowards writing for the transmission of ideas, information, and personalmessages. Teachers, nowadays, are more apt to differentiate betweenwriting for communication and thinking and writing for practice andmastery of the language and its structure.
When writing for communication and thinking is the focus, studentsmust be involved in a variety of writing tasks and must be familiar with avariety of different genres to do so. Lucas (1993) suggests that "success-ful writing instruction moves beyond traditional academic writing thatstresses artificial products - such as book reports - that carry no benefitoutside the classroom. In the real world, there are a lot of kinds of writ-ing that schools don't teach."
10
The different purposes of writing are illustrated in the following tableadapted from Parry and Hornsby, 1988. These functions are shared byboth first and second language writers with the major difference beingthat writers operate at a much lower level of language competence whenwriting in a foreign language than they do when writing in English.
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To amuse, entertain, and enjoyTo persuadeTo establish and maintain relationshipsTo develop and maintain our own identifyTo predict, hypothesize, and speculateTb impart knowledge, inform, and adviseTb command, direct, and controlTo obtain what we need
Purpose:To amuse,entertain, and enjoy
2
Writing Form:Jokes, riddles, stories,puzzles, poems,anecdotes
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# 1 Napoleon Perry, HS, French, poetry
BEST COPY AVAILABLE
La rana
Rana verde,Prima y Salta..qud dice la rana?Croa, croa, croa.
El gallo
Gallo blanco,Con muchas plumas.tQuI dice el gallo?Qui, qui, ri, qui.
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# 3 Reggie Hinton,HS, German, poetry
# 2 Adrienne Jud, Elem., Spanish, poetry
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BEST COPY AVAILABLE 3
# 4 Rensy Long, Elem.,Spanish, Joke
VIIt if-4,1 r nE t15,Pokns, rand ofez: boosk; otn de,edra, t <ism an few.
# 5 AND # 6 Suzanne Mc Gee, HS,French, story
4 13BEST COPY AVAIL
# 7 ?, HS, French, Banana Advertisement
Le sad nia-eli du more qL6 a. desbananes avec les savears differentcs
eel-Le Seville SELL ierrienii.Line \t to suriowhes les6:1110.11es at baryine.a
la bartane a la nerise.la ixtnane a i'ovan3ela bariaqtaiaporyirreis banana merela banane, a lanarr,5
Writing Form:Advertisements,commercials, lettersto editors, notes for adebate
Fleissige Schulerand der Pits' identbenutzen diesen
Stuht
Habw Sie schen zu viele faulc Scha et?Ellen Sic nicht wool am Ende des Tages?
Ura' Stabi is( die AntimutGallen Sae Hum Sclitlicrn4iswn MUM SUN an Woifiarkt Akuntia Sig %vatic::ficismg werdcn. tttui see warden
Idol= videLehrer babes decent Stuhl..r.chon ganurt, uswi findemqaalebt befriedigand.Stehl wind RUM marls rxialignKaufen See eal. ppar &Saltgicidt! WOW mu! Al...tod.
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jititroribiiast Ititti±L
# 8 John Quah, Aaron Busse,MS, German, Advertisement.
51 &ricoa Tent dolor cit. calgtell 2 Caritstcn,los tics:dark*, la F.ebrc, o boyar del es1/40,49a?
En-Auto Sterspco,d mu= fneslicconcrds. & 14 gripe.
kr TA. *rpm? RAJ, 541oftiez 4r436y*. tit** 20 1.40thaS 4ruhr, WU"-NtAt. vitorninAS 4 mi41.4414si
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en Oral 4.rna.c..141.1.
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# 9 Erin Possiel, MS, Spanish, Advertisement.
1BEST COPY AVAILABLE
Purpose:To establish,maintainrelationships
Writing Form:Letters, cards, (greet-ing, thank you, birth-day, invitations, etc.),questionnaires, dia-logue journals, inter-views
PARIS Le Forum des Hades et leg
ENG
ch evoici crl,Fatetreq.' ,
wiwunike. bteta tiiVravi wiVereailles. 06-faif' i'AftfualtOet.
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# 11 Domingo Hernandez,HS, Spanish, Invitation
# 10AshevilleHigh School,French,Post Card
15BEST COPY AVAILABLE
LigonSchuelerDie Ligon Schueler, die
Deutsch lemen, sinti glcieh zuden Martin Schucicm. Manchevon ihnen wollen Deutschwieder machen. Sie sag=ungefaehr 40 oder 50 Leuternachen Deutsch bei Ligon.
Earc Licblingos. ports sindFussball, Basketball, tmd Tac-Kwon-Da. computer Electivessind ouch da. Nine andereheliehte P:fraive let Kunst
Timothy Sulliman, sinLigon Schucicr. sagt dossDeutsch nicht zu schwa ist. Ermacht 1)entsch, denn es machtSpass und sein Vater iatDeub4ch.
Aaron Tucker, tinuncle= Ligon Schucler, machtsuch Deutsch, denn ea mightSpans, Er ?nag Tae-Kwon-Doviol und denkt, dais Deutschnicht schwer ist. Seine zweiandere Mkt:limy sind ConcertBand und Gedichte. Er sagt,dass Ligon eine super Schulcist
Billy Diller weiss nicht,warum er Deutsch meek Sein(ruder macho as und des kannden Grund sein. Deutsch istnicht schwcr bier ihn, aba crdenkt immemnch, da.s.s esSpass macht. SanLieblingssport ist Basketballund Fussholl. Seine andereElectives sind Kunst. BenSchmidt machlDculsch. deanes ist lcicht fucr ihn. EinigcTcilc sind schwcr. Er meg auchFussball und Basketball. Seine
Electives sind ally UcbcrComputer, aher Deutsch ist seinLicblingsfach. vade.,No.thfliddit
# 13 Asheville HS,French, Class Mail
BEST COPY AYA1
# 12 Luke Bilbro, MS, German,Interview
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204. 1OUtla3351 U005 416r Wow MelG Arlie' 601113assais 000 eca bolt. Ore! -7
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Purpose:To develop and main-tain our own identity
Writing Form:Personal letters, po-ems, diaries, journals,travel logs, interviews,autobiographies
me( ered; q octobre
Gonjour
m'appe. E ;lei .
/ion nuirP'ro de -i.elepllone
710 couleur prL,r.P'e'e eg- ?u rcuor5e.
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Cans la class e de Fran$.ai s i I ya i i e-t-udiont:;
p rge er de gror co '0p.:%Ida ame 1-104)51n5
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# 15 Lashana O'Melia,HS, Spanish,Autobiography
# 14 Rachel Rice, Elem,French, Journal
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Despuis NO wsree. w4 czynpaencia. mg; and da. tnsaLia , N0
lo. compthr Cia.. esi-tea). en 6rurrsbart). Lo, compd-enci4 ertc Carwterli anal CtLevi-er " mcart,
NO sol'Imoz clospuZu. d ju.k.k.,eo y yo void 0. cr,,tk vicrnts Dupuis nos-oh-05 llo3omos0.Grcn,vboroeA
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, at, rnad.n., V v0 Fu- ,1103- aRciLeth"° C4r"AT-j 031no 50.ni, comet +eneia esfakal.
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0' ntaj,,5a..),%br
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Ea3t04)1;n 4.9k Schoolrn-s.
BEST COPY AVAILABLE 17
Alexander, Stunde 6 ,C3Ohri. OiLs.a.K.Laucit 2)
Die Wissenschaftolyrnpiade bei NCSU
Letztes Wochenende geschah etwas Interessantes. Die
Universitat NCSU lud VVissensthaftolympiademannschaften fur das
groRe Tumier ein. Mein Brieffreund aus Ohio, der Nick Guise heillt
fuhr mit seiner Mannschaft nach North Carolina far dieses Ereignis.
Seine Mannschaft !tette Gluck und gewann.
Am Donnerstag lieS die Mannschaft die Schule, nachdem die
Mitglieder ein AP Examen nahmen. Die Mannschaft fuhr viele
Stunden mit einem Bus. Nick und seine Freunde kamen spat in
Raleigh an.
Am Freitag lemten die Mitglieder die Universitat kennen. Sie
wanderten um die Universitat studierten viel, und trafen viele Leute.
Am Ende des Tages nehmen sit in einer Zeremonie teil. Wahrend
der Zeremonie Eden sit ein Abendessen.
Die Mannschaften bewarben sich alle Samstag. Wenn der
Wettbewerb ferfig war, gewann Nicks Mannschaft. Bei einer anderen
Zeremonie bekam die Mannschaft einen Preis.
Am Sonntag mac hten die Mannschaft ein BiBchen SpaS in der
Mahe von Raleigh. Sie besuchten viele SehenswOrdigkeiten.
Am Montag IieR die Mannschaft, um nach Ohio zu fahren.
Dieses Ereignis war sehr spannend.
# 16 John Quah, HS, German, Journal Entry
# 17 Ann Shoemaker,HS, German,Autobiography
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noel, 1,;41,11. bet- 4;. krni. Nan Intict F.-4...4e.ele. 4414 iul6.6e.n gala stn, wAs it1, It 7.41, st.1,eti b.,
ciarum bin ich e-in t A,. torn.,t, tine Lerker;". N;e. rno.ncl be L4)/.
m; .l,. r. rersuckt, Le...ten Ala. kcifeon , wenn sic
;16'4 S ,J.1.1C'0.tiner- night vtr si'tken rch bin t;,16
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e;n0, hra,. n c i en t,a 1,cIC en . 1 e. l, ',ore tit i "te anwenn s;er. sp re. cl, en woNan. I cl, 'clot Rot st.nel 11.4e,
es ;si 3 fee 8441. I. ON laelne Nnd Wclhe r.;/.Fetun de.n . I GI, 12., tin Fr CAA N ;VI.
IG11 ei;e 12:n e intUter 1- 4 k k 6. E/ter el or..." 121'.1 /4.1, tine
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5,4,es ter. I cl, b .h a.c1, ein. Gine st.." . .L 41 bIn
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Anne. SINcerroicer1434) %r de-
BEST COPY AVAILABLE
18
Purpose:To predict, hypoth-esize, and speculate
Writing Form:Questions for researchand interviews, end-ings of stories, specu-lations about out-comes
vrt6,eentirtg-nE ejireth_4 ,Za ?
2 9,t4I ete.gz _ ?
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10
# 18 ?, French, HS,Interview Questions
# 19 Katherine Watts, Spanish, Elem, End of Story
19BEST COPY AVAILABLE
Purpose:To impart knowledge,inform, and advise
Writing Form:Posters, advertise-ments, programs,brochures, invitations,minutes, notes, script,charts, diagrams,reports, brochures.
\--P\ SUIS3
La 5,, ; ss
CI,Le drupeau oe
Lo. GuicoSe
0 Q/0 ?cArie--1n Rlitmuna
cio paneLee plus grander ville5 Front.ski 5
6ern eGeneveE
0-1 I 010 park..
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Grade 3-5 -13;ley 7rtivmatiorica 1409hrlch°°1
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# 21 Joni Lanier, HS,French, Letter
BEST COPY AVAILABLE
# 20 CM, Elem.,French, Brochure
,1311 Loner
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kbrrieur;NciAS vet A3 rerrrrescoS
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DerSchreyerhof
Der Schreyerhof hat sehrgutes Essen. Sie sollen mitSuppe beginnen. DieGemuesesuppe ist wunderbar.Jederman soil denThunfischsalat gut fmden. Siemoechten bestimmt den .
Italianischer Salat mit Toastschmecken. Wenn Sie Fischgut finden, sollen Sie denHeilbutt nicht bestellen. DerHeilbutt mit Kartoffelsalat istnicht genug gekocht. DasFischfilet ist auch ein gutesEssen. Es kommt mit Salat.Das export Hell is super! DasGlas Tee ist auch gut. FuerNachspeisen gibt es so-soFruchtsalat and sehr gutesVanilleeis. Guten Appetit beimSchreyerhof.
Lulk Q e-6 Jib r 0 ,-4tttMoArAxL
# 23 ? HS, French,TV Programs
12
# 22 Luke Bilbro, MS,German, Restaurant Review
TF111.30 LE MATIN
une prevision des programmes dela semaine
12.00 TFI ACTUALITESavec les court do la Bourse
12.25 CUISINE LEGEREaujourd'hui, Pierre Pariel,notre cordon bleu, vous pr.-sante la cuisine du Perigord
12.45 V MAINTENANT...emission pour la jeunesse:Comment creer un club?
13.00 TFI ACTUALITESnouvelles et previsions
13.30 NERO WOLFEle detective Cherche un
in myster ieux14.30 L'ASTRONEF BLEU
le chef est malade et L'astro-nef est attaque-par les ennemis
15.00 FOOTBALL: Coupe du monde - avecdes interviews
17.00 TF1 ACTUALITES17.10 DES AN1MAUX ET DES HOMES:
les elephants en Afrique17.40 MUMEUR-HUMEUR: Avez vous un
sons de l'humeur?18.10 GYMNASTIOUE AVEC MONIOUE18.30 SPORT19.15 ACTUALITES REGIONALES19.40 TRIBUNE LIBRE
aujourd'hui avec CatherineDeneuve
20.00 TF1 ACTUALITES20.30 LE SCANDALS
avec Victor Hugo. AlexandreDumas .et Francois Mitterand
23.00 TF1 ACTUALITES ET FIN
Tr. 5
AS10.55 BONJOUR!11.15 AS ANTIOPE11.45 JOURNAL - invite Placid°
Domingo12.00 MAGAZINE REGIONAL12.30 ACTUALITES 213.05 TINTIN ET MILOU
emission pour les enfants13.35 L'ILE DE LA MORT
naufrage est disparu et mainte-nant los enfants doivent restersur l'tle dangereuse
14.20 DOCUMENTAIREles eleves de 'Northwest"
15.15 OUATRE SAISONS - propose parHenri Pariel: L'Allemagne
16.15 SALUTemission pour la jeunesse
16.45 SPORTalpr4s la Coupe du monde
17.30 ACTUALITES17.40 MOSAIOUE
emission pour les gens dutroisibme age
18.20 MIENqu'est-ce que c'est?
19.00 ACTUALITES REGIONALES19.35 JOURNAL
nouvelles et previsions20.15 LE BATEAU NOIR
un film sur la premi.re guerremondial.
21.55 ACTUALITES22.05 LE MONDE
une discussion avec MonsieurWoody et Madame Young
22.50 MAGNUM P.I23.35 JOUPNALDE.LA NUIT-23.40
BEST COPY AVAILABLE21
Purpose:To command, direct,and control
Writing Form:Recipes, instructions,rules, how-to, direc-tions, labels, signs,warnings, advertise-ments
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Elementary.
# 24 Elem., French, Class Rules
# 25 Fourth Grade, Spanish,Class Resolutions
BEST COPY AVAILA E
Mis promesas
Mi promesa es ser buena gente.Mi promesa es pasar grado.Mi promesa es estudiar mas.
Mi promesa es seguir las reglasde la escuela y de la dase.Mi promesa es leer mas.Mi promesa es no pelear.Mi promesa es escuchar
a las direcciones.
Fourth grade 1997 resolutionsRose-Hill-Magnolia Elementary School
22 13
3. Explain how to do something you do really well.
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# 26 HS, Spanish, Second Language Endorsement
BEST COPY AVAILABLE
2314
Writing Form:1 Lists, messages, ads,
sign-up sheets, catalogorders, letters
A Vendre
Avez-vous besoin d'un chat avec troisjambes? Tel4phonez i Adrienne Guy,42.36.17.
A vendre: les examen de chimie.Contactez Andre( Roche, 91.46.26.
L'ecole de Nordouest est a vendre!T616phonez Pierre Chartier, 42.98.70.
A vendre: une vieille sorciZre qui nepeut pas cuisiner. TelephonezArmand Monjo.
A vendre: deux billets a Tripoli,Libye. Contactez Gilles Fremont.
A vendre: seize copies de Chansonsde Roland. Telephonez a JosephineGuiller.
Neuf paires de jeans avec juste lajambe gauche sont a vendre.Contactez Levi Strauss.
Dix albums de Glenn Miller--just 65francs. T4lephonez a AlexandreLequatre, 72.41.68.
A vendre: les papiers de larecherche. T6lephonez 24.11.02.
A vendre; les billets pour la luttede nabot. Telephonez a BequercSimon, 12.11.89. Tv. 3
# 28 James Clayton, Elem.,Spanish, List
BEST COPY AVAILABLE
# 27 ?, HS, French, Ads
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Students write from personal experience
Writing is an extension of listening and speaking
Students have real reasons to write
Audience is clearly identified
There is an acceptance of each writing effort
Process approach to writing is incorporated
1. Students write from personal experience.They must have something to write about. Basing the writing ontheir own experiences gives them a sense of ownership.
Writing matters most when it is personal (growing our of theirown lives) and when it is intrapersonal. We care aboutwriting when we write with, for, and about the people whomatter to us and when we write about the issues andexperiences that matter to us (McCormick, 1994).
Additionally, focusing the students' writing around their ownexperiences guarantees that the writing task corresponds to theirstage of cognitive development. Writing, on topics that areunrelated to personal experience is inappropriate with beginningstudents of the language.
16 25
.1).0691:\ SaiAhora is un campeonato de golf en
Carolina de lforte. El campeonato se llama 18de Suerte. Tiger Woods, una persona quit es muyfamosa is asistiendo el campionato. Dosmuchachos quo se naman Rico Suave y Pacoasisten tambien. Los dos andan en un camlno enel camp* de golf. Cuando los nines andan en uncombo en el tempo de golf. Cuando los ninesandan, una pelota de golf se cave en frente delos zapatos de Rico Suave y Paco. files 'Wrenla pelota muy atentamente y encuentran unautografo de Tiger Woods, Rico Suave recoje lapelota y anda a la Tlenda de Golf. Rico be da ispelota a Paco y Paco le da la pelota aldependiente. Cuando el dependiente mire lapelota,Rico prueba los pales de golf. Eldependiente quo se llama Frank grita muy fuerte.El dIce7iAy, esta pilots is de Tiger Woods?"Ellos gritan,"Aue chive?" El dependiente damucho dinero a los nines, per quo la pelota esde Tiger Woods. La pelota vale mucho dinero.Los nines quleren mds pelotas per que ellosquieren dinero. Entonces, ellos andan en ofcamino otra vex files buscan per pelotas perono encuentran mas pelotas. Flies si encuentranTiger Woods. Rico pregunta a Tiger Woods parssu autografo. Ahora egos son muy rims.
Kareem Sayeaah Grade Norman WPM Frye ESGUSLI Media ne West Lake
C.:ade 8West Lake Middle SchoolWake CountySenora Luz Frye
# 29 Kareem Sayed, MS, Spanish, Golf
# 30 Rose Marie Edwardson,HS, German, Lost Sister
BEST COPY AVAILABLE
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# 31 ? Elem., French, Family
2. Writing is an extension of listening and speaking.Writing in a foreign (second) language is an extension of listeningand speaking. Oral discussion of experiences, connection toprevious knowledge, and oral exploration of a topic are "asimportant in the development of the ability to write as writingitself' (Haley-James, 1981). Therefore, one of the major tasks ofthe foreign language teacher is to build, extend, and refine the orallanguage. The input received by the students determines theiroral and written output. The lack of oral input often results in thestudents' indifference to the writing task.
19
27
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# 32 Heather Potson Deitz, Elem., Spanish, Buen Provecho
Christina DeAngelo
Melissa Dubeau
Sarah Hodge
Spanish IA - 7th grade
Phillips Middle School
Chapel Hill-Carrboro City Schools
Lisa Youngman
"OK to use" CD MI-.1_1 3.4fIHolal
Christina: Hola, Melissajamo estal?
Melissa: Bien, gracias.iy t6?
Christina: Bien, gracias.iQuien es?
Melissa: Es Sarah. Sarah, Christina Christina, Sarah.
Christina: Buenos dras, Sarah.
Sarah: Buenos dins, Christina. Mucho gusto.
Melissa: Pues,
Sarah: Chao.
Christina: Hasta maiTana.
# 33 C. DeAngelo, S. Hodge, M. Dubeau, MS, Spanish, Conversation,
28
3. Students have real reasons to write.Writing serves many different purposes in the students' daily life(letters, notes to friends, lists, invitations, etc.). The purposes ofwriting in a foreign language are not basically different from theother disciplines. What varies is the level of language used.Students beginning the study of a foreign language at any level,elementary, middle, or high school initially resort to languagethey have already internalized. They are engaged in labeling,copying, writing lists, filling out forms and questionnaires, andwriting cards and invitations. As the students' ability to use thelanguage develops, they begin to create with the language to writenotes, letters, and narrative and descriptive passages. Theyorganize summaries, reports, and articles as well as express theirpersonal point of view and support it.
At any rate, students are more motivated when their writing taskhas a clearly identified purpose and reflects a real-life situationduplicating the writing tasks that people do in the real world.When this is taken into account, the written word serves tocommunicate real information.
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# 34 April Fuller, HS, German, My loss
20 29BEST COPY AVAILABLE
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CP.ADD.
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# 35 Deandre Riddick, Elem., Spanish, Grocery List
4. Audience is clearly identified.As with first language, purpose and audience must be clearlystated. When students write only for the teacher, they have noincentive to vary their writing; therefore, it becomes restricted.If the targeted audience goes beyond the teacher, the writingbecomes more meaningful and varied. While finding realaudiences and purposes for students' writing may not always bepossible, attempts must be made to go beyond the artificialaudience limited to the classroom teacher and to vary the taskswhen feasible. Furthermore, students who write for differentaudiences learn to adapt their writing according to the audienceand thus become more effective writers.
BEST COPY AVAILABLE , 3 021
Possible audiences may include the students themselves (list of chores,journal), the teacher (convincing him/her to delay giving a test), penpalsor electronic pals, friends, parents, businesses, etc.
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# 36,#37 Sarah Goodmanand Greg Myrtle, HS,Spanish, Secret Pen Pals
22
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31BESTCOPY AVAILABLE
# 38, #39 C. Padgett and A. Barnes,Elem., Spanish, 71.vo Friends
We dedicate this book: to our friends and classmates: Jessica
Kleekamp, Dominique Hunt, Ashley Harper, Chie Townsend; Kristen
Burke, and Rachel Murphy; and especially to our special Spanishteacher, Sra. Kazernzacleh. We also dedicate this book AO all of our
families.
BEST COPY AVAILABLE
3223
5. There is an acceptance of each writing effort.Writing involves some risk-taking. Students need to becomfortable taking risks and they need to know that their effortsare appreciated and valued. To promote risk-taking, teachers maywant to ensure that students have a variety of audiences andopportunities for writing. Often students take more chances withthe language when they know that the message they are trying toconvey is valued over the form.
24
If risk-taking is encouraged in the classroom, the rubrics used forrating the students' work must be carefully devised to reflect theimportance given to that specific criterion.
# 40 Matthew McCarley, FLES, Spanish, Good Morning
33
6. Process approach to writing is incorporated.The process approach to writing is ideally suited to the foreignlanguage class since listening, speaking, and reading can be sonaturally integrated with it. Students should have the opportunityand the time to talk about, think about, draft, revise, and edit theirwork and their peers' before calling it done.
Word processing programs are particularly useful when studentsare involved with process writing. They facilitate the entireprocess and are especially helpful with the composing, revising,and editing stages because they do not require that studentsrewrite their work. Additional computer programs also providestudents with endless options (importing graphics, desktoppublishing, etc.) as they plan the publication of their product.They help students format their work and produce copies whichare clearly legible and professional looking. For these reasons, theinclusion of word processing programs is highly recommendedwhen it is available.
342S
TA Wiz.pi Piu2a44
V Pre-Writing
V Drafting
Revising
V Editing
V Publishing
Traditionally foreign language teachers have viewed themselves asteachers of language rather than as teachers of writing. Because of this,they have focused their instruction more on the surface-level structuresthan on the overall process. Very often, they have received little trainingon the ways to facilitate writing and as a result they feel frustrated andoverwhelmed.
However, foreign language teachers can help their students becomebetter writers by incorporating the writing process and writing strategieswithin the classroom instruction. The inclusion of writing as a processfosters the non-threatening environment so essential to learning anotherlanguage. Besides, Zamel's study (1983) underscores the finding thatbetter second language writers treat writing as a process, investigatingand explaining their ideas before worrying about grammatical accuracy.A heavy focus on accuracy of grammar, spelling, and mechanicsproduces writing samples which reflect ordinary structure, simplesentences, perfect spelling, and avoidance of unusual punctuationsituations but which show no risks and very little growth.
2635
Writing is a process which involves several steps. Their order is flexibleand whenever steps do not fit a particular task, they can be omitted.Writers may not go through all the steps all the time but they need to gothrough all the steps some of the time. For example, if students neverpublish their work, they soon get the impression that neatness andaccuracy are not important.
The North Carolina Communication Skills Curriculum (1992) describeswriting as a multi-stage process which includes pre-writing, drafting,revising, editing, and publishing.
Ple-14/144i
This is the most important stage for language teachers and especiallyforeign language teachers. At this stage, teachers make a consciousattempt to elicit prior knowledge of the topic (schema theory). Thepurpose and the audience are set. A teacher might say "I think it is timefor us to advertise the value of languages since foreign language week isclose" or "lb celebrate foreign language week, why don't we write bookswhich will be shared with students at the elementary level ?" Modelsand samples are introduced, studied, and discussed. Some specificteaching of grammar, punctuation, and genres might be done. Studentsmight exchange ideas and/or discuss different approaches. Finally, theystart their papers by finding ideas and organizing them.
This stage proves to be very challenging to foreign language studentswho are very limited by their small vocabulary, especially at thebeginning levels. In the foreign language classroom, teachers may needto encourage students to, generate vocabulary and grammatical structuresrelevant to the topic or they may themselves demonstrate proper use ofmechanics and grammatical structures likely to be needed. Contrary tothe first language (L1) classroom, where students can generate ideasfirst, the foreign language (L2) students are restricted from expressingideas by their small lexicon. The language often determines the ideaswhich can be expressed. Therefore, when theywrite, foreign languagestudents become involved not only in the discovery of ideas but also inthe discovery of language (Scott, 1996).
The pre-writing stage is especially important because it helps studentssee that listening, speaking, reading, and writing are not isolatedactivities but are indeed interrelated and are mutually supportive.
3627
At the drafting stage students write their ideas down using some of thenotes, language, and structures generated during the pre-writingactivities. Students need to be aware that their first draft does not haveto be perfect and that the purpose of this activity is to get words onpaper. Teachers who monitor by walking around the classroom need toavoid focusing on accuracy and need to concentrate on helping studentsget something down on paper.
In a first draft, spelling is not always accurate, students may have blanksor words which are crossed out and their sentences may begrammatically imperfect. Some students may also have some Englishwords inserted.
Tho often, foreign language students and teachers end the writingassignment after all ideas have been written down on paper on their firstdraft. Writing is not seen as an on-going process but rather as a product.
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# 41 Katie L. Sullivan, HS, Spanish, Words Crossed Out
29 37BEST COPY AVAILABLE
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nd at:a-eata de nirui muy
171.1t/d!- ca* eS: cafe Y0e0 Mi case. time top
bedrooms: Mifamiliaes;muy.bueno:.,
no**. tis'Andiati:: '!*.q mama tittlecafe gate, Mituatita.es'attry papas
,. naanbze es 1401eUee.:.::.M.Ettepa tiene Csfe,pelo y care ojps.
tiene ridiio pelt? y
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amigo Mi;famrliaa am aa:ooaabae ktitti, Mimi was abaiiiititaa familia "fbund on tfte.Sbe:ett with her
# 42 Lara Johnson, MS,Spanish, Words In English
Perm SigxtcY, vivc rui,,ntilit's attsa: Ml fam lieBern dos penes. Seitainos Sugar Speaky..Mi fauti6atiene horses; too. Mi horses nombres air Lady. Pace,
Joitie, Princess, Mickey. Pete. Hay femora mi familia.
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BEST COPY AvAILABLE 382'
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When students are engaged in revision, they take a closer look at theirpapers to make sure that they have expressed themselves clearly andthat they have varied their language. They look at organization andsequencing of ideas.
During the revising stage, students may be involved in teacher-studentconferences, they may trade their paper with a peer, or they may read itto a small group of peers in order to get their reaction, suggestion, orvalidation of what they have written.
When students are first involved in peer review they are hesitant tocomment negatively on another student's paper; for this reason, theywill need to have some guidelines or a checklist to help them focus theirpositive comments as well as their suggestions or requests forclarification. (See section on Assessment for sample checklists.)
Changes in the writing are incorporated at this stage and can involveclarification of ideas as well as rewriting of entire parts. The drafting andrevision stages can go back and forth until the students are satisfied thatthe writing cannot be improved.
39
30
Ed.v/I..i
This stage is mainly concerned with grammatical accuracy, punctuation,spelling, and capitalization. Traditionally, this has been the main focusof foreign language writing. While accuracy still holds an importantplace in foreign language writing, it must not be the sole criterion usedto rate/grade a paper. (See section on Assessment for sample writingrubrics.)
Teachers may need to take advantage of this time to teach mini-lessons,lasting from five to ten minutes, to address common weaknessesidentified in the draft or through monitoring the students' work.
The editing stage is especially important when the writing is to bepublished because special emphasis is placed on neatness and accuracy.
Word processing programs as especially useful with the revising stage asthey encourage students to make quick corrections on the computerwithout having to rewrite the entire text.
4©31
Papers are ready for distribution and are shared with their intendedaudiences. Publishing validates the students' writing and reinforces thenotion that writing takes place to communicate. It advertises theimportance of the students, of their ideas, and of their efforts.Publication needs to happen immediately and not be postponed for alengthy period of time because, in the students' view, the time delaylessens the importance of the finished product.
Not all the students' papers will be readied for publication. Writing, attimes, is done for ourselves (journals, diaries, etc.) and not for sharingwith outside audiences.
# 42 Sean Finch and John Burke,Elem., Spanish, Story
# 43 Ginny Burger, MS, German, Story
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....nicht trenuanden; abefRobia;tiarah, und Luke haben Spass..gemacht. .
41 BEST COPY AVAILABLE
tv Pte, 444 ate444:444The writing process does not need to always start and finish in one classperiod. Depending on the time constraints, the process can be spreadover several days with some work done orally, some in writing, or someas homework assignment. Following is a suggested timeline and twosample lessons spanning several days.
tAbvz,v41 Pu2a44 544414 Tz4141,10411Prewriting possibilitiesClustering ListingBrainstorming JournalFreewriting Interviewing
Write draft and bring to class
Revising: Content and OrganizationPeer RevisionTraditional Exercises
Check if the composition has:1. Considered the reader: age knowledge, interests.2. An introduction which is stated clearly.3. A body in which you give two or three reasons to support your
opinions.4. Facts, examples, physical descriptions or personal experience to
develop each of your reasons.5. A conclusion that:
a. Summarizes the content of the body.b. Makes a final comment about the opinion you stated in the
introduction.
Write second draft and bring it to class.Editing: Vocabulary, grammar, spelling, punctuation.Peer RevisionTraditional Exercises
Check if the composition has:1. Appropriate word choice.2. Avoided word repetition.3. Correct agreement between subject/verb and noun/adjective.4. Correct spelling. (Make sure by checking the dictionary.)5. Correct punctuation. (Make sure by reading the composition aloud.)
Write final version of the composition and submit it to the teacher.Scott, Renee. "Changing 'leachers' Conceptions of leaching Writing: A CollaborativeStudy." Foreign Language Annals, p. 245, Summer 1995.
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Ete4144444y Le4444,/ A-4141,Day 1Students are told that they are going to write a class big book and that eachstudent will be contributing one page along with the recording of that onepage to the big book. This book will be loaned to each student to take homeand to read. The following activities are devised to help students reach thisgoal.
Students brainstorm orally all the animals they know as well as wordsrelated to animals (including body parts, habitat, food they eat,adjectives of colors/size, etc.)
Teacher lists the words on a transparency as they are called out.
At this point the teacher tries to elicit words which may be missing forthe upcoming task (e.g., students may be overlooking words related tohow animal move).
The brainstorming activity helps the teacher assess what the students alreadyknow about the topic. It enables the students to connect the new learning towhat they already know.
Day 2Students copy the words from the overhead organizing them in pre-determined categories (animal words, habitat, parts of body, etc.) orany other category they want. This works especially well if you cangroup students in pairs with one recorder and one reporter. Studentscan do this on poster paper, a transparency, or a plain sheet of paperGet group reports.
This activity helps students organize their knowledge while involving them inthe very basic task of copying. Copying becomes a challenge because thestudents are copying for a purpose and are engaged in a cognitivelydemanding task at the same time.
Day 3The following activities are designed to serve as the frame to help studentswith the necessary vocabulary and structures needed to write the big book.
Draw a web on the board, on a transparency, or on a piece of posterpaper. This web is designed to elicit characteristics of animals ingeneral. Additional spokes can be added as needed. Students generatewhat goes on the web. At this point the structure "I am" is reintroducedand practiced with a variety of descriptors.
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big
strong
I am
tall
small
Do a second web reinforcing the body parts along with the expressionhave."
2,4 legs
I have
wings
a trunk a tail
Finish dic day with a third web listing habitat and the expression -I
live
In the mountains]
on land
44
1 in the ocean
in the sky
3S
Day 4Do a small web with foods animals eat and the expression "I eat"in the center
insects
grains
I:eat
grass
insects/meat/other animals
May want to play St. Saens Carnival ofAnimals and move about assuggested by the music to review ways of moving about.
Do another web with means of locomotion for animals.
walk
crawl
fly
swim
Day 5Write for them a practice paragraph which takes a sentence from eachof the webs and which asks "Who am I ?"
36 4 5BEST COPY AVAILABLE
Students, alone or in pairs, select an animal in their mind and dothe same kind of paragraph for their own selected animal.
Day 6Students read their paragraph to the class one by one while theirpeers guess the animal being described.
Day 7Students make revisions to cards based on student input, they editusing pictionary, class dictionary, peer input, etc.
Students rewrite or use a word processing program on thecomputer to enter their text. They illustrate their own page anddecide how the big book should be introduced and how it shouldconclude.
Day 8Finished product is introduced and read by the whole class. Asecond reading includes individual volunteer students. A thirdreading involves the taping of the book with each student readinghis/her own page.
Plans are made for checking out the book (and tape).
46
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This unit focuses on giving the students some awareness of France, itsclimate, location, tourist areas, etc. The following activities can beadapted to concentrate on one region if needed. Ultimately, studentsproduce three posters or brochures, one about France, one about theUnited States, and one about the commonalties of both countries.
Day 1As students enter the classroom give each one a strip of paper whichincludes some facts about France (e.g., geography, location, climate,kind of government, etc.). Preferably, each strip of paper containsdifferent information.
Ask them to move around the classroom and share their informationorally with as many of their peers as possible (5 min.).
Collect the strips of paper. Reconvene as a class and in a whole classactivity write on an overhead the information students recall from thisactivity. Write sentences at random as they are called out to you.
Ask students to form small groups and to organize the sentences in alogical fashion (can use graphic organizers or other means of displayingthe information). Selected groups present to the whole class.
Day 2 -3Conduct additional reading/teaching about information you want yourstudents to know about France. Involve them in research at the libraryand on the Internet if appropriate. This step can last several daysdepending on the students' level and the depth of the content.
Day 4Do a Venn diagram with two interlocking circles on the board. One isfor France and one is for the United States. The shared part representsthe commonalties between the two countries.
3947
Have students generate orally facts to be incorporated in the appropriatecircle if the information they give is specific to one country only or in themiddle if the information applies to both county. Discussappropriateness of responses throughout the activity.
Group students in groups of three. Tell them that they are now going topull this information together in a series of three illustrated brochures orposters to be shared with other schools during foreign language week(one about France, one about the United States and one about thecommonalties shared by both.) With this assignment ask them toinclude at least three additional facts of interest per country.
Show models of existing brochures and posters. Share and discuss therubrics and the criteria you will be using to grade their pamphlet.
Each group of three will determine how to approach the task: Should itbe divided? Who will be responsible for what?
Review with them the steps in the writing process.
Students start writing their first draf t.
Day 5Students continue to re-reread and revise what they have; they seek theirpeers' input and clarification.
Teacher monitors by asking questions when needed. At this time, moreeffort is spent on the content rather than the form.
'Lacher teaches mini-lessons on common weaknesses identified duringthe monitoring.
Some students may be ready to start editing. They resort to dictionaries,their own textbook for grammatical questions, or to each other forsuggestions. At this stage emphasis is placed on accuracy since theywill publish the final piece.
Day 6Students work on their final pamphlets or posters. Access to computerdesktop publishing is provided for them. A variety of resources fromInternet, clip art, magazines, or drawing tools is available to them tofacilitate their task.
Day 7Brochures and/or posters are shared with the class and plans are madeto share them with the other schools.
Students enter their reflections about this project in their learning log(see Learning Logs for additional details).
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Students of foreign languages do not always see the connection betweenfirst and second languages. They fail to realize that the two languagesdeal with specific communication skills, processes, and strategies sharedby both. Many teachers have heard the familiar complaint "You mean Ihave to write a paragraph as I do in English, but this is not an Englishclass."
Foreign language teachers can help students identify and implementstrategies for writing in the second language. They can teach and modela variety of strategies to help students become aware of the possibilitiesavailable to them. According to Chamot and O'Malley (1994) studentswho have been taught to use strategies in the second language class andwho have experienced positive results when they applied them becomebetter learners than those who are not using strategies
Pic-lAbvaz41 5,144efe4
Brainstorming - uncensored pouring out and writing of ideas. It isa good way to generate ideas. Students list as many words,phrases, or ideas as possible on a selected topic. All words areaccepted and no criticism is allowed. Brainstorming can be doneas a class exercise, in groups, pairs, or individually.
Depending on the students' level of language, the writing down ofideas can be done by the teacher or by the students themselves.The foreign language teacher may need to provide some guidanceby asking questions to elicit vocabulary and structures associatedwith the selected topic. A brainstorming activity could involveasking the foreign language students to list everything they canpertaining to lunchtime. A typical list might include the followingin the target language:
pizza, the cafeteria, my friends, tea, school, noon, I eat,sandwich, good, bad, water, juice, banana, orange, ham, I drink,I like, lunch, I am hungry, French fries, etc.
40 49
At times, students may call out a word in English, it is up to theteacher to determine whether it is appropriate to give a translationof the word.
Word banks - lists of words related to a topic. Word banks areespecially useful with beginners of the language who have a smalllexicon. They can be generated by the students or can be assignedby the teacher. They help students make the connection betweenwhat they want to write about and the background knowledge theyhave of the topic.
Drawing and sketching - visual representation of ideas or concepts.Drawing and sketching enable students to illustrate ideas for whichthey do not have the language. Rebus stories are an example ofdrawing incorporated in a written product. Drawing and sketchingare also effective strategies to assess listening and readingcomprehension.
Discussing with class and/or peers - sharing ideas and thoughts withothers. Discussions allow students to clarify their thinking, expandon their ideas, and organize their thoughts. In a foreign languageclass, the discussion may be teacher-directed with beginners of thelanguage so that students do not fall back on the use of English toexpress their ideas. However, intermediate and advanced studentscan benefit from one-on-one discussions in the target language withtheir peers or teachers.
Imaging - visualizing in their mind. This strategy helps studentscreate a picture in their minds. It generates feelings and emotions,as well as past experiences. Imaging is especially effective tovisualize details and can be guided by questions in the targetlanguage such as "What does it look like? What are the smellssurrounding it? How does it feel?"
Notes - writing down key words and concepts in abbreviated, verbal,graphic, or numerical form. Charts may be used to help studentstake notes from reading and listening passages and/or to generatenotes as preparation for a writing task. Notes can also includestudents' impressions of given topics and/or reading selections.
More advanced foreign language students can take notes to jotdown some of the key elements they want to address. They mayalso take notes when viewing a film/video or listening to a tape,another person, or a broadcast prior to summarizing it.
5 0 41
Beginners of the language may want to write some key words theywant to include in a writing piece. For example, in writing aboutone's pet, a student may jot down: dog, black, nice, likes cheese,Tbby.
Using patterns (sentences, books, etc.) and repeating familiarelements - using patterns and repetitious elements providesstudents with a scaffold on which they can build. Theseframeworks allow them "immediate access to the meanings andpleasure of print" by making the story highly predictable (Boyle,Peregoy, 1990). Refrains and rhymes are two examples ofpatterned reading and writing.
# 45 Jennifer L. Spain, Elem., French, Patterns
42 51BEST COPY AVAILABLE
Graphic organizers - visual frame for eliciting, organizing, anddeveloping background knowledge. They are also useful forpredicting, exploring, and expanding the learners' concepts.Graphic organizers can take several forms some of the mostcommon are webs, Venn diagrams, clusters, knowledge charts,advance organizers, semantic webs, flow charts and story maps.The use of graphic organizers is not limited to the pre-writingstage but can be included in the revision stage as well. (SeeAppendix for sample graphic organizers.)
Graphic organizers are especially useful with second languagelearners because they couple the visual and the verbal.
# 46 ?, Elem., Spanish,Venn Diagram
# 47 ?, MS, French, Web
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# 48, Will Brown,Spanish, GraphicOrganizer
Classifying attributes - organization of ideas in groups according toset criteria. Students can determine the criteria themselves (e.g.,classify the following words into three different groups and giveeach a name: apple, sun, grass, squash, leaves, bananas, cherries,stars, sunflowers, cardinal, color of envy). They also can organizethe information according to pre-set criteria (e.g., classify thefollowing words into groups of home, community, and school:teacher, bank, bedroom, attic, notebook, chalk, policeman, stoplight, restaurant, gym, dishwasher).
Classifying enables students to establish and see the connectionsbetween different ideas.
Dictations - writing down what someone else is saying. Whiledictations are most useful to assess listening comprehension, theyalso give the learners some alternative models for addressing awriting task.
Researching and gathering data - accessing additional information.This can take many forms including viewing videos, reading,talking, interviewing, and looking in reference books such as theencyclopedia, atlases, and dictionaries.
Students in elementary schools might be involved in readingbooks written by other students, in perusing through materialswhich have been gathered for them, or in interviewing each otheror family members. Students with more language will be able toaccess encyclopedia and other reference books in the targetlanguage.
41 5141442f
Using notes taken during pre-writing activities - starting point forwriting. It helps students expand on the ideas generated duringthe pre-writing activities. It is especially useful with students whodo not know what to write about as it provides them with askeleton of ideas to be included. This strategy is especially usefulfor second language learners whose ideas are restricted by theirlimited vocabulary.
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# 49 RH. HS, French, Using Notes Taken During Pre-Writing Activities
Free writing - writing down what comes to mind regardless oforganization, spelling, or accuracy. This allows students to getstarted with their first draft.
Sentence completions - providing students with options. Sentencecompletions may address the different ways to begin or to endaparagraph or a story or they may focus on vocabulary needed todescribe or narrate a story.
Journal writing - writing down personal ideas and thoughts in anotebook. When writing is done for oneself or for a few selectedpersons, attention is paid to the communicative message ratherthan to the form. Journal writing allows students to take risks andto experiment with the language without feeling inhibited by thegrammatical accuracy and the proper use of mechanics.
With more advanced students, journals can also provide a startingpoint for a longer writing assignment.
Dialogue journals and learning logs can also be included as theyprovide students with self-reflection about their own learning.(See sections on Dialogue Journals and Learning Logs for moredetails.)
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Re-reading - asking oneself questions such as: "Did I state the topicin the introduction? Did I provide enough details? Did I organizemy ideas logically? Did I leave out something important? Is theinformation accurate and relevant to the topic?"
Peer or group reviews - seeking input and clarification from otherstudents. During peer review, students make suggestions forimproving the draft, they ask for clarification of ideas, forelaboration of details, and they comment on other elements of thedraft as well.
When first involving students in peer reviews, it is useful toprovide sample questions or checklists to guide them in thisprocess and to give them a sense of direction. (See section onAssessment: Peer Editing for further details.)
Language expansion and sentence combining activities - providingstudents with opportunities for varying sentence structure andlength. Such activities enable students to move beyond thesubject/verb/object format by encouraging them to combine twoor three different statements in various ways to make theirsentences more complex. Language expansion and sentencecombining activities can be based on the students' writing and canbe introduced in a mini lesson to illustrate the different ways inwhich sentences are constructed.
A sample language expansion activity to be used with beginners ofthe language at the elementary level is illustrated in the chart onthe following page.
Oral doze activities - helping students develop word choices anddiscuss alternative words. In a typical written doze activity wordsare deleted at regular intervals. The reader supplies the missingwords by using a word bank or by writing words from memory.Cloze activities are generally used to assess readingcomprehension; however, when used orally, the teacher can elicitwords with would fit logically within a given context and candiscuss why some words may be better suited than others.
Rearranging words within sentences - getting the best effect ofwords. This allows students to see how the placement of wordsaffects the meaning of the sentences. Rearranging words withinsentences also allows for variation of sentence patterns.
44 55
Sample Activity for Word Expansion
1. A sample activity for word expansion to be used with beginnerscan involve setting up on the board three categoriesaccompanied by matching pictures:1.the catthe dogthe boythe teacherthe principal
2.buy(s)watch(es)dislike(s)eat(s)like(s)
3.the turkeythe pigthe rabbitthe pencilthe class
Have students coming to board to pick one picture from category1, one from category 2 and one from category 3 to form asentence. Each student reads his/her own sentence andquestions are asked to verify that the sentence is logical.
After students are feeling comfortable making sentences, thepictures are replaced by the words matching the pictures andstudents make sentences with words from categories 1, 2, 3.
Then a fourth category is added and students are asked to makesentences using 1,2, 3, and to add a word from the fourthcategory by using the word and (or the word with.) Once againstudents are asked to make a variety of sentences following thepattern 1,2,3, and/with, 4.
Finally, in groups or pairs students are asked to generate inwriting as many sentences as possible. (Activity adapted fromPablo Giron, Spanish Teacher.)
Adjectives could also be introduced at this time to make thesentences more complex.
lbachers may prefer resorting to color coding a series of picturesand words (person cards: green; verb card: red; food card: yellow)and have students make sentences using first pictures and thenwords of every color. (Suggestion by Fran Grantham, FrenchTeacher.) Once again a connector such as and can be introducedfor students to make more complex sentences.
2. More advanced students can expand their language by combininga series of two isolated sentences with a relative pronoun. Forexample:The man drives the red car. The man is wearing a hat.The man who drives the red car is wearing a hat.
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Using dictionaries or reference materials - accessing resourcematerials. At this stage, students verify the grammatical accuracyof their sentences by accessing their textbooks, notebooks, or eachother.
The inclusion of dictionaries during the editing stage allowsstudents to verify the spelling of words. However, the use of adictionary is not recommended with beginners of the languagewho are not skilled in dictionary use other than for checkingspelling. These students often mistake a verb for a noun andchoose a word which may not be appropriate instead (e.g., In thesentence I can sing, students often look up the word can andindiscriminately select the noun for can instead of using the verbform). More advanced students can be encouraged to incorporatethe use of the dictionary when needed.
Using own dictionary or pictionary - using personal resources forediting. Resorting to the students' own work is especially useful toguarantee that students incorporate words and phrases they haveinternalized and which have some relevance to them.
49
# 50 Jessica Wood, HS, Spanish, Own Dictionary
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Proofing - reading and re-reading the draft to identify errors inspelling, punctuation, and mechanics. Proofing can be done bythe student alone or can be accomplished with a peer or group.Claire Gaudiani suggests a class editing process where moreadvanced students help one another improve their drafts througha series of "passes." Another effective way to arrange carefulediting is through "clocking." (See the section on Assessment: PeerEvaluation for details on both of these strategies.)
To help in the proofing process, students may want to circle thewords they think are misspelled and they may want to tryalternate spellings for each of the words.
Pat:44:41 94evitp4
Give it or mail it to someone special. Record it, frame it, or post it -
validating the students' writing. Writing for an audience furnishesstudents with reasons to write and proves to be more motivationalthan writing for the teacher. When the writing is valued for itscontent, writers feel encouraged to take risks and feel validated intheir efforts. Students can post their work on bulletin boards ordisplay it in a variety of locations including the community andthe school.
Donate it to another class - sharing the writing with others. Olderstudents can write books to be shared with younger students. Thewriting of such books enables the older students to write for anaudience, to convey a message, and to practice with the language.Many high school students have written pattern booksaccompanied by audio tapes of their story for sharing withstudents in another school.
In one school, students at the high school level are paired withyounger students and write a book about the younger studentwhich includes some information gathered throiigh aquestionnaire about the younger students. The sharing of thebooks takes place during a specially arranged meeting.
Book exchange can take place between classes and teachers acrossthe country or the world.
58
Publish it students' work at all levels can be published in a foreignlanguage anthology of students' writing within a school or schoolsystem or in a foreign language section to an anthology publishedby a local school. When feasible, teachers and students mayconsider publishing on school home pages on the Web orincluding samples in a school newsletter.
# 51 # 52 J Kleekamp and J.Williams, Elem., Spanish,Cover and Dedication
We dedicate this book to ourgrandparents, parents, and to ourgood friCntls Kristen, Kala, Toniand Ashley Fiarper. Also we wouldlike to thank: our Spanish teacherfor making this all come true.GraCiaS Seifora Kazenuadeh.
Act it out - sharing with an audience validates the students' ownwriting. At the same time, a public representation, competition,or display gives visibility to the program while showcasing thestudents' language.
SO 59
Translating is possibly the least useful strategy for writing in a secondlanguage. There is a wide discrepancy between what the students canexpress in their first language and what their limited foreign languagelexicon enables them to do. Students, themselves, are often unaware ofthis discrepancy and feel that a good dictionary can remedy theirdeficiency. However, as a result of this gap, students experience a "task-overload"; that is, they are overwhelmed by the language and some ofthe needed structures. Thus, by resorting to the dictionary, they end upwith a literal translation often completely incomprehensible,occasionally embarrassing, and sometimes funny. We are all familiarwith some of the more comical English translations encountered whiletraveling in foreign countries. Some examples published in theInternational Educator follow:
Hotel: Cold and Heat: If you want to condition the warm in your,room, please control yourself.
Hotel: Visitors are expected to complain at the office betweenthe hours of 9 and 11 a.m. daily.
Tailor Shop: Order your summer suit. Because of the big rushwe will execute customers in strict rotation.
Detour Sign: Stop: "Drive Sideways."
Hotel: The lift is being fixed for the next day. During that timewe regret that you will be unbearable
Car Rental: When passenger of foot heave in sight, tootle thehorn. Trumpet him melodiously at first, but if he still obstaclesyour passage, then tootle him with vigor.
In the absence of translation, students need to be introduced to a varietyof writing tasks requiring less complex structures and vocabulary CThrry,1989) and which, at the same time, address their cognitive needs andreflect writing in real life situations. Some examples includecorrespondence, completing forms, and taking notes.
Providing these opportunities for writing reduces the frustration thatmany students, especially older learners, experience when writing in asecond language. It eliminates the concern that their writing is overlysimplistic and it abolishes the need to try to state their ideas in Englishfirst.
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et2142 %AA,The North Carolina Second Language Studies K-12 Curriculum (1994) statesthat students should be able "to write so as to be understood by a nativeof the target culture." As they progress toward this goal, students ofanyage go through the following three stages of language development:
1. Stage One Writing: Students can copy words, phrases, andwrite them from memory. They can identify, list, and label.They can write a familiar phrase, statement, or question in con-text. They can generate in writing two or more related sentencesin context (Second Language Studies Curriculum, 1994).
42. Stage Two Writing: Students can create statements and ques-
tions well enough to meet practical needs and some limitedsocial demands. They can write short messages, notes, letters,paragraphs, and short compositions, and can take simple notes.They can compose a series of related sentences that describe,compare, or contrast people, places, things, and/or activities.They can narrate a sequence of events and they can write one ormore sentences that classify, summarize, predict, judge, or infer(Second Language Studies Curriculum, 1994).
43. Stage Three Writing: Students can write social and more for-
mal correspondence, discourse of several paragtaphs, cohesivesummaries with some details, and narrative and descriptivepassages. They can take notes. They can express feelings andpreferences and give supporting details. They can develop anorganized summary, composition, report, or article of more thanone paragraph. They can explain their point of view simply(Second Language Studies Curriculum, 1994).
61
t STAGE ONEIn the Second Language Studies Curriculum, Stage One addresses the fourlanguage skills for K-12 beginners of the language regardless of their age.An exception is made with writing for the very young learners (K-2)whose language learning experience focuses on the development oflistening and speaking skills. Writing in the foreign language is intro-duced at the third grade level once the young learners have assimilatedwriting in their first language. However, at all levels of instruction writ-ing is an extension of listening and speaking. Students should have theopportunity to write what they can say and read what they write.
While language development proceeds similarly for all learners, strate-gies need to correspond to the students' level of cognitive development,to the experiences they have had in and out of school, as well as to theirneeds and interests. Following are various strategies to be used withwriters of the foreign language. For additional suggestions according tograde span (3-5, 6-8, and 9-12), teachers may refer to the North CarolinaSecond Language Studies Curriculum, 1994.
Stage One WritingStudents can copy words, phrases, and write them from memory. Theycan identify, list, and label. They can write a familiar phrase, statement,or question in context: They can generate in writing two or more relatedsentences in context (Second Language Studies Curriculum, 1994).
Strategies to use at this level include: Simple descriptions with visuals,paragraph completion, doze passages, sentences builders, dictations andvariations, filling-in forms, cinquain poetry, dialogue completion, organiza-ttion of information on graphic organizers, and tasks involving repetition offamiliar elements.
144 14 (1.4444,000.1 4,444i:Copy. Copying is an important first step in learning to write in asecond language. The challenge for teachers is .to design activitieswhich are cognitively demanding while requiring a low level oflanguage. One such example may involve the students organizingin categories words they have brainstormed as part of a pre-writ-ing activity. Other possible activities could involve students inprioritizing activities they enjoy most. Students could copy andillustrate sentences resulting from a language experience activityor could copy in chronological order scrambled sentences from aparagraph or story.
They also could arrange sentence strips from a story in chrono-logical order. Then copy the story and illustrate it.
Compile lists. Students can make lists of things they like/dislike,of sports, of food to buy for a meal, of chores to do, etc. Lists canbe generated from word banks or from memory.
# 54 Kristy Bucklin, HS,French, List
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Label objects, people, and places in their immediate environment.Objects in the classroom and locations in the school can be la-beled. Other labeling activities can involve labeling furniture in aroom, rooms in a house, buildings in a city, etc.
# 55 Tracy Robinson, HS, Spanish, Labeling
# 56 Molly Johnson, Elem., French, Labeling
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Describe visuals with a few statements. Visuals provide a goodcontext for description.
# 58 Wiley International, Elem.,French, 2 Sentences With Illustration
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# 59 Graciela Seila, Elem.,French, Sentences And Visual
Create dictionaries and booklets naming, illustrating, and coloringcertain items. For example, they can name, illustrate, and colorten different foods, animals, etc., or they can name and illustratefive things they like and five things they dislike. Each page can beaccompanied by the statement "I like xxx" or "I dislike xxx" andstudents fill in the missing part. Depending on their level, theychoose the words from a word bank (which could have been gen-erated during an oral activity), from a class pictionary, from theirindividual dictionary, or from memory.
# 60 Jessica Wood, HS,Spanish, Pictionary
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# 61 WhitneyWaldenberg, HS, Italian,Booklet
Participate in shared reading. Selected books are predictable andcan be used for patterned writing by the students to write theirown variation of the patterns - repeated phrases, refrains, andrhymes - used in the text. Sentences with a pattern involveyounger students in a meaningful literacy event while requiringminimal levels of language proficiency.
Create and illustrate their own pattern book after being intro-duced to the elements of pattern books. Those books can beshared with family members, can be read to students in otherclasses, or can be recorded for use in reading orr listening centers.Other options involve having individual students contribute onepage to a class pattern book. Following are a French and a Span-ish example of pattern stories.
S9
L'arc-en-ciel
Voici l'arc-en-ciel.
L'arc -en -ciel est rouge.
L'arc -en -ciel est orange.
L'arc -en -ciel est jaune.
L'arc -en -ciel est vert.
L'arc -en -ciel est bleu.
L'arc -en -ciel est violet.
L'arc -en -ciel est rouge, orange,jaune, vert, bleu, et violet.
Mais, oil est-il?
(W. Chapman, B. Whisnant, S. Repo ley,A. MCCanlesss)
Salta o no salta?
Cuando el conejo salta...salta.
Cuando la rana saltasalta.
Cuando el canguro saltasalta
Pero el gusano....
El gusano no salta.
(N. Frink, P. Sofras, F. Arroyo, M. Russ,D. Palomino, J. Adams)
67
The use of pattern books is not limited to beginners of the language,advanced level students can also take part in pattern writing. For ex-ample, they can be involved in the making of a book titled: My parentsdo not want me to....to address rules at home while reinforcing the use ofsubjunctive forms.
# 63 A.H, Elem., French,This Little Piggy
# 62 Jordan Lamters, Elem.,French, Patterns
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Participate in a language experience approach (making crepes,taking a trip, mixing food coloring in beakers, taking a walkaround the school, etc.). After much discussion' and languageextension activities, students dictate what they did to the teacherwho writes the sentences on an overhead. They sequence thesentences, read them in groups or individually. They recopy thesentences and illustrate them and read them to a peer. They takethe books home and read them to family members. Those bookscan also become part of a class library, a reading center or can beused to maintain the language during the summer.
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sy
The language experience approach (LEA) is especially beneficialwith beginning learners because it provides them with the opportu-nity to extend the oral language by writing what they have experi-enced and by reading it afterwards. More advanced learners maysupply their own text retelling a language experience (Bello, 1997).
Read the text and in a doze activity, fill in the missing words usingwords from a word bank if necessary. For example, students cantranscribe the missing words from a song from the target culturewhile listening to it. Cloze passages are useful at all levels especiallythe beginning level and can be used in conjunction with the readingand listening skills..
Cloze passages are used to assess the students' level of comprehen-sion and can include very complex language. At the beginning lev-els, when paired with a word bank, they focus on copying whileinvolving the students in a cognitively demanding task.
Connect and organize ideas using semantic webbing. They areespecially useful for eliciting prior knowledge and establishing back-ground information to build student understanding.
Generate sentences through sentence building. Following is anEnglish example of a sentence building activity focusing on helpingstudents speak or write about daily activities.
I II III IVIn the morning I to look at the radioAt noon he to listen to the tvAfter lunch she to eat German classIn the afternoon we to study a hamburgerIn the evening they to go ????????
Students combine words from the given categories to make logicalsentences. For example: "In the morning, I go to German class," or"In the morning, I listen to the radio," or "In the morning, I look attv.
Work with sentence strips which hold fragments of sentences Stu-dents recombine the sentences strips to make sense and then copythe recombined the fragments. For example:
I go to MadridI go to the beachI go to schoolI go to the restaurantI go to my grandmother's
by car.by plane.by boat.by foot.by bus.
69
Participate in the writing of cinquain poetry. A cinquain poemconsists of five lines arranged according the following format:
Line 1 states a subject in one word.Line 2 describes the subject in two words.Line 3 describes an action about the subject in three words.Line 4 expresses an emotion about the subject in four words.Line 5 restates the subject in another single word.
Organize the food in the form of a menu given a list of wordsrelated to food (this list could have been generated by the studentsthemselves as part of an oral activity). Students with more lan-guage could generate the words from memory. This menu canthen be used for follow-up activities such as: Estimating howmuch a healthy meal would cost, figuring out what to order on alimited budget, estimating the tip, etc.
# 64 Shannon Newkirk, Elem., Spanish, Menu
Listen to a story several times. After joining in the reading, begin-ning students can write words they remember from the story andillustrate each word in the context of the story.
Generate in writing a list of five questions they would like to ask apen-pal, an e-mail pal, or a new student in the classroom. Theyask the questions and report orally to the class.
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7 0
Work with a partner to identify foods (or other things) they like.The use of a Venn diagram to record information provides themwith the necessary frame to organize their writing.
Foods We Like
Mary Us Me
Ham French BreadChocolate Fries LasagnaMilk Hamburgers CheesePudding Hot Dogs CarrotsBananas Pizza OrangeIce Cream Tea Chips
,44eitcoet. dat.ee.efte- 4vr1:e1F mono El ishico.
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5. estotonsa no Et Vero mono cabeasi uno.
gtleta Lie mono eat
# 65 Rohit, Elem., Spanish, Mixed Sentences
62
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ft STAqETWOIn the Second Language Studies Curriculum, Stage Thro addresses the fourlanguage skills for 6-12 students continuing the study of the language.Stage Thro focuses on the continuing development of the four languageskills.
While language development proceeds similarly for all learners, strate-gies need to correspond to the students's level of cognitive development,to the experiences they have had in and out of school, as well as to theirneeds and interests. Following are various strategies to be used withwriters who are continuing the study of the foreign language. For addi-tional suggestions according to grade span (6-8 and 9-12), teachers mayrefer to the North Carolina Second Language Studies Curriculum, 1994.
Stage Two WritingStudents can create statements and questions well enough to meetpractical needs and some limited social demands. They can writeshort messages, notes, letters, paragraphs, and short compositions, andcan take simple notes. They can compose a series of related sentencesthat describe, compare, or contrast people, places, things, and/oractivities. They can narrate a sequence of events and they can writeone or more sentences that classify, summarize, predict, judge, or infer(Second Language Studies Curriculum, 1994).
Strategies to use at this level include: Descriptions with visuals, para-graph completions, doze passages, dictation, graphic fill-ins, slash sentences,telegraphic clues, sentence combining, elaboration, guided descriptions andnarrations, compositions based on interviews, dialogue journals, daily jour-nals, guided and free compositions.
(44 (1.14444004, 44411444:Participate in guided compositions. For example, they write a"me" autobiographical booklet recombining the known languageand addressing such topics as name, age, residence, appearance,likes and dislikes, etc.
# 66 Melissa Merrit, MS,Spanish, Brief Paragraph
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63
Participate in sentence combining and expansion activities. Stu-dents can develop a list of linking words to be used in the foreignlanguage (linking words include the following: and, but, where,when, that, etc.) With these words, students can combine shortsentences into more complex ones. Claire Gaudiani suggests thefollowing exercise:
Combine:je vois la chatte. (I see the cat.)La chatte est blanche. (The cat is white.)La chatte marche seule.(The cat walks alone.)
Answer:Je vois la chatte blanche quimarche seule. (I see thewhite cat walking alone.)
Expand:Add information which is not included in the three short sen-tences. Sample answer: Maintenant je vois la grande chatte blanchequi marche seule dans la rue. (Now I see the big white cat walkingalone in the street.)
Write in their dialogue journals on a weekly basis. Topics are notprescribed by the teacher but are left at the students' discretion.Dialogue journals are written "conversations" between the stu-dents and the teacher. They focus on the message rather than theform, therefore there are no corrections. Corrective feedback islimited to the teacher's modeling the correct forms in the writtenresponse. Dialogue journals encourage risk taking and can be auseful tool for teachers to identify weaknesses in the students'writing. Some teacher like to limit entries to no less than fivesentences. (See section on Dialogue Journals for more details.)
Summarize. Students experience difficulty when they have tosummarize. Often their summary consists of sentences directlytaken from the text. Teachers can help students by asking them tounderline key words which contribute to the meaning of theparagraph and by asking students to outline graphically the mainpoints to be summarized. Other possibilities involve asking themto skim a text answering the who, where, when, doing what, whyquestions and asking them to condense the information in a fewsentences. Students with less language can practice their summa-rizing skills "by writing news headlines for lessons and topicsdiscussed in class" (Short, 1991). Semantic maps are anotheruseful tool to help students summarize.
73
Some specific actitivities involve students examining travel bro-chures and outlining the important points of interest to help themsummarize. Other possibilities include viewing a film or video,summarizing the story and writing a review.
Elaborate on present, past, and future events. For example, stu-dents can select an important issue (e.g., recycling, immigration,etc.), address its implication in modern society, and present theirpoint of view in writing.
Make lists of questions to ask someone else. They interview theperson, taking notes and jotting down the answers to each ques-tion. Finally they present their findings in a brief paragraph form.
# 67 Luke Bilbro, MS,German, Interview
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Ben Kirkiq, FinsballSpicier, horn der Trainer wirdihn, wegbiak Jabal Taheri, elmandercr,Spielcr, ouch, class'Herr Mena ibro %whit, Sicbatten eeltan in die CAM- Ligegcspielt. Jett =semen wk fuerdic Mikaendigutv fuer die1997 Mustang RustledMivasetiag warm,
in dcrnAdateheidungskamplfgatit esInOndIV KOIVIMUCITI. Es is4trim= Eger vie*FussIudhipicicr, dente sicrtmunien gegen awe Freundespielen. I Jew Hunter solimacre Itilernueledi rudeSO= bring= Worm? sagtBen, "Wir sin gaseskir sagi
Bis derAussekeidungbnvi Mk/Maddie Spicier viel WirdHerr Hunter- tin gates loo
hci Martin 'tribal?1Causerlicitl
Luke. "lakob-lam 01'-1%4:utak tcdictig. firXmrk,
Rewrite a dialogue into a narrative or a narrative into a dialogue.
Observe a famous scene from the target culture and describe it inwriting.
6S
7 4 BEST COPY AVAILABLE
Give directions in writing for making or doing something at whichthey are skilled. For example, they could instruct someone how tocook something, play a sport or a game, etc.
Compose and illustrate commercials for real or fictitious products.
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# 68 Laura Lauffer, HS, French, Advertisement
Read stories and sequence the events in writing on a chart.
Look at cartoons made up of several frathes and supply the miss-ing text.
Look at cartoons or series of illustrations and retell the story inparagraph form.
Fill in the information they hear according to what is listed on atelephone pad, a form, or a chart.
75BEST COPY AVAILABLE
WHILE YOU WERE OUT
DATE: TIME:
TO:
FROM:
WITH:
PHONE:
PLEASE CALL NEED TO SEE YOU
RETURNED CALL CAME BY OFFICE
URGENT WILL CALL AGAIN
MESSAGE:
ift,re-*/-ii
Crystal Cherry1-e5
nVE. deght-rk° nO Tee libiarito rrt Na%)orito tit mt. 10,ve cx03.C4.
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# 69 Crystal Cherry, MS, Spanish, Schedule
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# 70 Melanie Chin, HS, Chinese, Story
69# 71 Chritina Bochland, HS, Italian, Story
_LI 77BEST COPY AVAILABLE
W. 51./1qE THREEIn the Second Language Studies Curriculum, Stage Three addresses thefour language skills for 9-12 students engaged in advanced study of thelanguage. Stage Three focuses on the continuing development andrefinement of the four language skills.
While language development proceeds similarly for all learners, strate- .
gies need to correspond to the students' level of cognitive development,to the experiences they have had, and to their needs and interests. Fol-lowing are various writing strategies to be used with advanced writers ofthe foreign language. For additional suggestions according to grade span(9-12), teachers may refer to the North Carolina Second Language StudiesCurriculum, 1994.
Stage Three WritingStudents can write social and more formal correspondence, discourseof several paragraphs, cohesive summaries with some details, andnarrative and descriptive passages.They can take notes. They can express feelings and preferences andgive supporting details. They can develop an organized summary,composition, report, or article of more than one paragraph. They canexplain their point of view simply (Second Language Studies Curriculum,1994).
Note to Teachers: Students at this level can create with the language.As they experiment with the language, their accuracy level may benegatively affected. It is important to realize that this is a normal partof the language development process. Teachers can validate the students'efforts and risk-taking by rating the work according to rubrics composedof a variety of criteria. (See section on Assessment for sample rubrics.)
Strategies to use at this level include: Dictations, detailed descriptionswith visuals, sentence combining, elaboration, guided descriptions and narra-tions, compositions with rewrites, free compositions, and dialogue journals.
78
14% ge c4444,60.0., 4,444444:Support their point of view. They can write an editorial to a maga-zine in the target language or to a person of the target country.
.:Mira Ilan= .
QA Aoille tiS.
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*5, Est:.te:guatont le Monde a 'les tnetnes:Possibilites aux Etats.-Unis ou ya-t-il des. 42.1assea-priVilek.lees?,.'
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klis.e 44:711 Y :a'cle grandas.differeneei entre lesclasseS aux Etats-Una. it y a.
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..fiches:..:. . . .
nIn'ela4c tnoyenne clnise.4 Plus grande. Us iont nriCAic assez.bonne aiiiii. Mais :les.'geria gitt:':it'Otttpas:beaueOttPsd'aigent ougui n'ont pas du.tout.il'argent.ont une pie treSManVaiii. tts it'y a:Paibenuct)tip.de Posibilliti6s Pod eux.
probleme,cesif les gens gtnn'ont pas.de travaille.ont.beaticonPde trOuVer. tut bOidot paree7citie.,lesgeni gut soft plus richespettsent.qu'ils.SOnt:parreSeict et que lartisOngie its tinnt pas dc travaille c'estpareegil,i1S sort de.mauvais eMplOyis. Alois its tte:troui,:ent,pas d7ernlOie. nouveau.Et souventles gens ricbes ne.'considerent pat.les...gens:satiS.d'aigent comme desgana.auSsi bons tin*.en.x..7n4ines..': : . :Les mtaeurs oft souient le'meme Prbblcnie. Taut.ii Monde Salt que beancotip degeni,blaitei et rithein'ont Paidelespect pour les 'Pauvres Bens dune autrecouleur
ci iout. te:rnonde:a les mimes,
posSibiliteS scinventce Je,Pense.'que c'est .damage, mars c'est.COntnie. dansbien deS cas . c4,c'ist.cornme. ca parce -que la'sOciEte One trop
'!'argent; Et sarisl'arOrittu es nut.' Et a mon opinion- c'est faux1
# 72 Mira Hamza, HS, French, Supporting Point Of View
Engage in dictation. For example: students in pairs could be givenrandom sentences from a story or passage. Student A and studentB would have different sentences which would make sense oncethey were together. Student A would dictate his/her sentences tostudent B, and student B would dictate his/her sentences to stu-dent A. lbgether they would verify the spelling with the originalsentences. They would organize the sentences logically in writingand discard any sentences which did not fit the story.
Write their own story or fable.
Following is a writing activity devised by Charlotte Heinzen,French lbacher at Northwest Senior High in Guilford County forstudents in levels III or IV. The activity has been slightly modi-fied.
"0 BEST COPY AVAILABLE 79
1. Students read, recite and present three different fables for ex-ample La cigale et la fourmi, le corbeau et le renard, et lagrenouille qui veut se faire aussi grosse que le boeuf. Studentsanalyze their form and identify the main elements in a fable - ittells a story, its characters understand animals, it has a moral, ithas a dialogue, etc.
2. Students are given a series of drawing of animals (from BasicVocabulary Builder, National Textbook Company). They identifythe animals and list the stereotyped qualities associated witheach, as well as their virtues and their faults.
3. The pictures of animals are placed in a bag and each studentpicks two drawings from the bag, for example a whale and adinosaur, or a bird and a cat. At times the combinations can bestrange and can provoke interesting remarks. Each student inclass writes a fable telling of a meeting, problem, conflict whichmust be resolved between the animals. The story must have amoral. Students go thr.ough the drafting, revising, editing andpublishing phases of the writing process. In their final forms, thefables are typed, illustrated and compiled into a book available toother students in the class. Each student can autograph his fablefor other students if desired.
Engage in freewriting. At theadvanced level,students do notneed the structureso essential to stu-dents of a lesserlevel. Advancedstudents can beencouraged toexpress them-selves creativelythrough the useof poems or othergenres.
# 73 Asheville HS,French, Poem
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# 75 Justin Jahlin, Hope Nowell,Krista Black, Melissa Watson,HS, French
# 74 Stephanie A. Meredith andReginald S Hinton, HS, German,Poem
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Describe in details some visuals. For example, students can de-scribe in writing a work of art to someone who has not seen it.The other person must read the description and match it with theappropriate visual (to encourage the use of details, selected pic-tures must have many similarities).
Combine clauses or sentences using a variety of connectors (e.g.,but, and, unless, etc.).
Write in their dialogue journals. Dialogue journals are especiallyeffective with advanced writers since they allow students to en-gage in free writing and to express themselves creatively.
*72- 81
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V Language Acquisition
V Descriptive, Narrative, and Expository Writing
V Components of Writing
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The developmental steps in language (and literacy) acquisition are thesame for first and second languages.
Language and Literacy Acquisition for First Language StudentsBetween four to six months, first language students begin babbling,chuckling, and gurgling. By the time they reach six to nine months, theyattempt to repeat sounds made by their parents and may speak their firstwords between nine and 12 months. True speech emerges around 12 to18 months with some children having a vocabulary of up to twentywords. Between the ages of 18 to 24 months, children may havedeveloped a vocabulary of up to 300 words and may begin tocommunicate in two-word phrases. They are especially vocal atexpressing their needs. Around the ages of two to three, their personalvocabulary may have expanded to around 1,000 words and there is anemergence of three- and four-word phrases with the appearance ofpronouns. When a child reaches the age of three to four years, s/he canuse up to 1,500 words and employ longer more complex sentences.Speech is used to offer explanations, to make requests, and to tell stories.
"Verbal language, drawings, play and verbal interaction are part of theprocess of literacy development...Children invent, interact, react, andextend writing activities throughout the process of literacy acquisition"(Montague, 1995).
Language and Literacy Acquisition for Second Language StudentsSecond language learners follow the same process when learninganother language. They acquire the second language by understandingmessages through comprehensible input (Krashen, 1981). When thelanguage they hear or read contains new or unacquired information,they rely on the context made up of extra linguistic information, generalknowledge of the world, and previously acquired language. Their speechresults from acquisition and emerges naturally and gradually accordingto set stages of language development beginning with words, phrases,and more complex sentences. As the language develops some attentionis given to the organization and coherence of speech and writing.
Students learning another language already understand the connectionbetween the written symbol and the concept it represents. Theirunderstanding of writing crosses over from first to second language eventhough, in some languages, they may have to learn a new set of symbolsto convey their ideas. As in their first language, their writing skills aredirectly dependent upon their oral language and are developed throughmeaningful written interaction in the target language.
FIRST AND SECOND LANGUAGE SIMILARITIES
First and second languages are acquired in the same manner.
First and second language literacy acquisition follows the sameprinciples.
Strategies and processes are transferable from first to secondlanguage and vice versa.
First and second language learners vary in the amount of language theyhave. While children entering kindergarten may already use severalthousands words from their native language, they often enter the foreignlanguage class with a lexicon limited to uno, dos, tres, tacos, pizza,croissant or other such words. The same applies to older learners whobegin foreign language study with a very limited prior knowledge of thelanguage. For this reason, students learning a foreign language are notable to develop the same level of proficiency in the second language asthey have in their native language. While language acquisition proceedsin the same fashion for first and second language learners, their expectedlevel of proficiency is directly related to the amount of time and the kindof instruction they have received in the second language.
The implications for writing in a foreign language are obvious. Studentsare functioning on the same cognitive level but are hindered in theirability to express their thinking. Often, they are frustrated with the lackof complexity of their writing and feel that it resembles that of a third
83 BEST COPY AVAILABLE
grader. Consequently, it is unrealistic to expect the foreign languagewriting to equal in quality, complexity, and fluency the first languagewriting.
Students learning Japanese, Chinese, Russian, and other languages mayhave to master an entirely new writing system. Thus, the kind of writingsystem used in the foreign language is an important factor indetermining the level of proficiency to be attained by students.
FIRST AND SECOND LANGUAGE DIFFERENCES
First Language Second Language
Students know several thousandswords in their first language whenentering kindergarten.
Students know few or no words inthe second language when beginningsecond language instruction.
Students have familiarity withseveral grammatical structures andhave the ability to use them orallyand in writing in the first languagewhen entering school.
Students have no or very limitedfamiliarity with grammaticalstructures in the second languagewhen beginning second languageinstruction.
Students begin experimentingwith writing at an early age.
The introduction of writing isdelayed until the students haveassimilated writing in their firstlanguage (usually around gradethree).
Students learn to read and writeand to make the associationbetween the word and the writtensymbol.
Students have already made theassociation between the word andthe written symbol in their firstlanguage. This understandingcarries over to the second language.
Students have a native level ofproficiency.
The students' level of proficiency isdetermined by the amount of time andinvolvement with the second language.Students can be expected to reach theIntermediate High level on the ACTFLproficiency guidelines. (See Appendixfor description.)
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84 viS
Even though there is a wide margin between the levels of proficiency inthe two languages, students in their first and second languages engage insimilar modes of writing which feature common elements:
Both languages engage in descriptive, narrative, and expositorywriting.
Both languages value the following components in the composingprocess: main idea, supporting details, organization, andcoherence.
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6q."21Y t4/14`41What is descriptive writing?
"Descriptive writing makes an event, place, person or situationspring to life in the reader's mind through innovative use oflanguage: the right word at the right moment. At its mostsuccessful, such writing gives the reader the strong sense of beingthere, living it. Good descriptive writing reinvents reality in thereader's mind with an intensity that rival memory" (Modes ofWriting: Focusing on Purpose, Northwest Regional EducationalLaboratory, Vicki Spandel and Ruth Culham, 1993).
What makes a good descriptive paper?It creates pictures in the mind.It includes precise, selective dethils.It brings in all the senses.
Adapted from V. Spandel and R. Culham. Modes of Writing: Focusing on Purposes, 1993.
In the foreign language classroom, students focus on vocabularydevelopment activities so that they can describe objects, animals,persons, or places. They resort to the use of at least one strategy toorganize their description. For example, when describing a room they gofrom right to left or from top to bottom. When describing a place theyplan their description according to the different senses. They may firstdescribe what they see, then what they hear. Finally, when describing aperson they may begin by describing that person physically, thenmentally.
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What is narrative writing?
" A narrative tells a story of what happened. In the personalnarrative, the student recounts events he/she has experienced, read,or heard about....In the imaginative narrative, the student writes astory that revolves around an event and has a resolution" (FocusedHolistic Scoring Guide, p. 4).
"A narrative is a story that includes characters or things involved inan action as well as the setting for where the action takes place.Often the characters are confronted with a problem or somecomplication that they must deals with. The resolution bringsclosure to the story" (Teaching Narrative, p. 34).
Narratives share the following common elements:
Characters: Who they are and their descriptionSetting: Where and when the action takes place and a
description of the location(s)Goal: What the problem or complication is (this element
is sometimes absent in the personal narrative)Plot/Actions: The series of actions or events leading to the
denouement (high point of the story)Resolution: Solution to the problem
What makes a good narrative paper?The beginning of a story tells what it is about.
, Good writers show us what is happening or how they feel by-........4.4,,, using examples.
The middle part of the narrative tells more about the problem., Use dialogue to make the story real.Use lots of action details to help, your reader see exactly what ishappening.The end of a narrative tells howthe problem is solved.
The Florida Writing Coach. Crowell and Kolba, 1994
In the foreign language classroom, the focus in placed on the sequencingof events. At first, there may be very few details accompanying thenarrative, but with more language, students develop the ability toelaborate and to incorporate details related to the main ideas.
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What is expository writing?
An expository paper shares knowledge, gives information, directionsor ideas but can also entertain. It is used to observe and report."The skillful expository writer draws on information about his or herown experience, and from other sources, too books, films,interviews, etc. - integrating, synthesizing and making connections...Basic information (the who, what, when, where, why and how of thesubject) is enlivened by fitting examples or anecdotes. The writershows enough knowledge of the topic to choose information in anorder that makes it both clear and interesting" (Spandel, 1991).
What makes a good expository paper?focus your paper by telling what it is about.Give examples that explain what your are writing about.Do not give examples with no detailsGive lots of details to make your examples clear and interesting.Use transition words to connect paragraphs.Write an ending that adds details to your main idea.
The Florida Writing Coach. Crowell and Kolba, 1994
In the foreign language classroom, the focus is on the clarity of theinformation and ideas. The who, what, where, why, or how of thesubject are clearly addressed.Students are prompted to explain the steps, tell about, give reasons for,explain why, and tell how to.
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"Main idea, supporting details, organization, and coherence apply tocomposing in general and are essential, specific components which arerated in the end of grade writing tests" (Focused Holistic Scoring Guide)in English Language Arts. Elementary, middle school, and high schoolstudents are routinely asked to write descriptive, narrative, andexpository passages. Foreign language teachers can play an importantrole in helping students become better writers by reinforcing theseelements in their foreign language instruction and by strengthening theirforeign language students' ability to write descriptive, narrative, andexpository passages at all levels of language.
First and Second Languages
Main ideasSupporting DetailsOrganizationCoherence
It is essential to note that those four components of language areaddressed at a more basic level in the foreign language class than theyare in the English Language Arts class where students entering schoolhave already mastered 85 percent of their adult vocabulary andstructures. Nonetheless, there are many learning strategies foreignlanguage teachers can include orally and in writing to help their studentsbecome better writers.
Foreign language teachers must first and foremost help students refineand extend their oral language to ensure that they have the languageneeded to accomplish the task. When students learn a foreign languagethey first attend to key words and main ideas. As their languagedevelops they are able to grasp and express supporting details. Theydemonstrate the ability to organize their thinking and to present their
9c
ideas in a coherent manner. Because of the limited amount of timespent with the language, the students' ability to use connective wordsand pronoun substitution might be limited. However, students can varytheir sentence structures and vocabulary to make the reading morefluent.
In addition, foreign language teachers may want to ensure that theyinclude the elements (main idea, supporting details, organization, andcoherence) in their writing scoring rubrics to focus students on thoseelements of writing. (See section on Assessment for specific examples ofrubrics and see Appendix for Focused Holistic Scoring Guides.)
Because reading and writing are so closely related and often a writingtask is derived from a reading task and because many strategies areinterchangeable within those two skills, some of the suggestions belowaddress both reading and writing.
The main idea provides the focus for the writing piece. This focus mustbe clearly identifiable by the reader so that there exists no confusion inthe reader's mind. In descriptive writing the main idea centers aroundthe selected person, place, thing, or location described, whereas innarrative writing emphasis is placed on the logi.cal sequencing of ideas.
H444 F1.24 F 1.441044ge Teada4When implementing strategies and suggestions, teachers have to keep inmind the language as well as the cognitive level of their students. Whilesome of the following suggestions can be implemented at all levels oflanguage development, others are not suited to the students' cognitivelevel.
I. Stage One/Beginning Level:
24
Help young learners illustrate the main event in a storyor determine the main idea(s) by writing captions underselected picture(s).Ask students to underline the sentence which best statesthe main idea in a given paragraph and/or to select the keywords related to the main idea.
93
# 87 Lynsey Mc Manus, Elem, Spanish. Illustrating Key Ideas
Suggest that students provide possible titles for writtenselections.
II. Stage 1lvo /Continuing Level:
Engage students in previewing and skimming activities tohelp them identify the organizing principle in a readingtask.
Plan opportunities for students' participation in peer reviewto identify the main idea in a peer's draft and to makesuggestions for clarifying it.
94 gs
Introduce students to the use of graphic organizers such asT charts to record the main idea(s) and information aboutthe main idea.
Title
Main ideas
Adapted from Chamot and O'Malley (1992)
Details
Encourage making predictions orally or using a predictionchart about events and characters in a story or about apossible ending. Predictions can be recorded on theblackboard or an overhead, or students can write them intheir notebooks. The predictions set the purpose forreading. Students read the passage silently or as a classactivity and compare their predictions with the events inthe original story or ending. 7b verify the accuracy of thepredictions, students can work in groups, with a studentleader asking questions based on the original predictionsand then eliciting clarifications and/or elaboration(Marzano, Pickering, Arredondo, Blackburn, Brandt, andMoffett, 1992).
96 0
Give students prompts and ask them to develop an outlineto help them address the prompt.
III. Stage 'Three/Advanced Level:
Involve students in metacognitive activities designed tohelp them reflect on their own learning and learningprocesses through the introduction of journals or learninglogs. This kind of activity is especially well-suited as aconcluding activity in a 90-minute class where students canbe asked to jot the key points of each lesson, the thingsthey found easy/difficult, etc. (See section on LearningLogs for more details.)
at./4/../. A --41
Supporting details allow the reader to paint a picture by appealing to thedifferent senses. They connect back to the main idea or story. TheFocused Holistic Scoring Guide: The Descriptive Composition suggests avariety of ways for accomplishing this:
a. giving a wealth of detailsb. giving a general listing
c. describing a few features in elaborate detailsd. describing features, using location as the elaborative device
1-41444 Fin 14 Fouzits 1.44144g Teetele4When implementing strategies and suggestions, teachers have to keep inmind the language as well as the cognitive level of their students. Whilesome of the following suggestions can be implemented at all levels oflanguage development, others are not suited to the students' cognitivelevel.
I. Stage One /Beginning Level:
Introduce the use of webs and character maps to helpstudents be more elaborate in the use of details.
For example: Students can make a web and list the descriptorsfor each one of the characters from a story.
.
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They can develop a "character map to identify the traits which arelinked to action in a story... Write the names of main character in thesquare on the map or paste picture from a magazine that best depictsthe character. In the ovals list qualities of the characters, and in thecircles list actions to support those qualities" (Communication SkillsTeacher Handbook, p. 82-83).
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(Marian Davies Ibth, 1991)
97
Encourage young learners to illustrate a special character using asmany details as possible. 7b help older learners develop an attentionto details, teachers may want to ask them to depict a specific scene orevent graphically, through the use of drawing, still photographs, orother means.
Involve students in brainstorming activities. For example, they can beasked to list descriptive words and to categorize them in accordance totheir own criteria. A sample graphic illustration follows.
Help! They Don't Speak English Starter Kit, 1994
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II. Stages 7Wo and Three/Continuing and Advanced Levels:
Structure activities to help students become good observers by makingthem more aware of the various senses which can be involved inperceiving an item or a place. These can include a variety of sensesand can encourage students to brainstorm what they have seen, felt,heard, and tasted as well as smelled during a special activity. Thistask can be followed by asking students to organize their observationsin a clear manner
Require students to support statements with specific details. Thosedetails may need to be elicited through teacher's or student's additionalrequest for information. For example, students could be asked tophysically describe a classmate without naming hirn/her. Aftertrading descriptions, the students would have to identify the persondescribed. They can ask for additional details if the description did notallow for identification of the person.
Mach scanning strategies of written materials to help them selectspecific details.
98
Ask students to devise graphic organizers to depict the main events andthe specific details related to them. Using the graphic organizer theyretell the story orally and/or in writing.
Introduce story skeletons. As the name implies a story skeletonincludes only the essential elements of the plot and characters. It canserve as a reminder for the teller as well as for the writers.
A story skeleton can be based on a story, such as the followingexample from Rapunzel provided by Ruth Wajnryb in "Story telling andlanguage learning":
Once-man and woman-cottage-very happy-poor-yearnedfor-child-at last-woman-pregnant...
Provide them with advance organizer questions to focus them on thetext they are to read. Questions can include "What happened? Wheredid the event take place? When did it take place? Who was there?" to "What happened as a result of it?"
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A well-organized writing piece has a clear beginning, development, andending with ideas flowing logically throughout the composition and withevidence of some organizational strategy. In a narrative piece, thesequence of events advances in logical progression.
1-1444 Fitn zk F 1444kAitie Te4414When implementing strategies and suggestions, teachers have to keep inmind the language as well as the cognitive level of their students. Whilesome of the following suggestions can be implemented at all levels oflanguage development, others are not suited to the students' cognitivelevel.
I. Stage One/Beginning Level:
Include students in the reading of a pattern story, and ask them to addnew information as needed.
Engage them in the sequencing of graphics/pictures and text. Forexample. students organize sentence strips to correspond to thesequential order of a story. They group and identify the sentencesaccording to the three components: beginning, middle, and conclusion.
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Incorporate sequence patterns (or timelines) to help them organize theevents in the order of occurrence. Events can be written out or ifstudents are not able to write yet, they can be drawn sequentiallyresulting in a pictograph.
Events: 1
/2
2 3 4
101
5 6
Insert story maps/story grammar to allow them to organize theinformation and to be used when they retell the story orally or inwriting (see appendix for additional forms). Story maps reflect thebasic organizational skeleton common to most stories written in asecond language. It helps students focus on the important parts of thestory. As students become more skillful at story mapping, they canuse more complex mapping procedures (Beck & McKeown, 1981;Pearson, 1982; Ruddell & Boyle, 1989).
Title:
Setting:
Character 1Character 3
Problem:
Action 1:Action 2:Action 3:Action 4:Action 5:Action 6:
Solution/End
STORY MAP
Character 2:Character 4:
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Story Map for Sleeping Beauty
Title: Sleeping Beauty
Setting: A castle
Characters: The king, the queen, a daughter (the princess), threegood fairies, one bad fairy, a prince, a dragon
Events:1. King and his wife have a baby daughter.2. 'IWo good fairies give the gift of beauty to the daughter.3. One bad fairy says the daughter will die at the spinning wheel.4. Third good fairy changes the bad spell, the daughter will only
sleep until a prince wakes her up.5. The princess turns 16 yrs. old.6. She explores the castle.7. She finds the bad fairy disguised as an old woman.8. She touches the spinning wheel.9. She falls asleep.10. Everybody falls asleep.11. The three good fairies go find the prince.12. The prince cuts the bushes and the trees.13. The prince fights the dragon.14. The prince finds the princess.15. The prince kisses the princess.
Conclusion: They get married and live happily ever after.
103
II. Stage TWo Continuing Level:
Help students define beginning, development, and ending by using aframe. A frame is a supportive devise which can order parts andspecify sentence structure to be used if needed (Haley James, 1981).
Ending a story. Write an ending of three sentences incorporatingthe answers to the three following questions.
I. What happened to the main character?
2. How did he/she feel?
3. Why did he/she feel this way?
Involve them in oral story retelling. They may change some of thecharacters or some of the events in the story.
Help them develop good conclusions (or good introductions) and thenindividually or in groups choose the one which works best.
Involve them in the completion of a narrative grid to help themremember events in a given .story. Following is narrative grid based onShel Silverstein's "The Giving Ree." Then, ask them to rewrite thestory.
STAGE NEEDS RESPONSES
The boy needs: The tree gives:I love love
II money applesIII house branchesIV boat trunkV rest stump
From Ruth Wajnryb
104IS
Reinforce the importance of asking oneself the "w" questions (who,what, where, when and why).
Who is in the story?Where does it take place?When does it take place?What happens first?What happens next?What else happens?How does it end?
Students will be more at ease answering the who, what, where, whenquestions than the "why" question, which requires a more sophisticatedgrammatical form.
# 90 Robert Houston, MS, Spanish,Outline And Brief Summary
III. Stage Three/Advanced Level:
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Expose students to different authors and authentic literature, so theycan see how authors begin and conclude their writing. Ask them to listwords and phrases used to introduce and to conclude.
Challenge students to work in groups to create stories. For example,students could be grouped in groups of three. Each student begins bywriting a good beginning for a story. After a few minutes, studentstrade papers with the next person, take a few minutes to read thebeginning of the story and add a good middle to the story. They tradeagain and add a good end to the story. Once the stories have goneback to the original writer, students discuss where the story went, howit evolved and concluded, and how the completed story differed fromtheir original plan.
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Coherence occurs when the ideas and the sentences within acomposition are logically connected and when the sentence length andstructure are varied. Coherence can be achieved by including thefollowing elements in the writing:
a. pronounsb. synonymsc. parallel structured. connectivese. transitions
fiz444 Fitvt 14e F 1,441(44g. Teae4When implementing strategies and suggestions, teachers have to keep inmind the language as well as the cognitive level of their students. Whilesome of the following suggestions can be implemented at all levels oflanguage development, others are not suited to the students' cognitivelevel.
Coherence is probably the most challenging component for foreignlanguage writers. In terms of language, the use of pronouns andconnectors are signs of a more advanced language speaker and writer.The American Council on the Tbaching of Foreign Languages (ACTFL)Proficiency Guidelines states that at the Intermediate Mid level "Writingtends to be a loose collection of sentences or sentences fragments on agiven topic and provides little evidence of conscious organization." TheIntermediate High student "rarely uses basic cohesive elements, such aspronominal substitutions or synonyms in written discourse."
However, while beginning and intermediate students may not be asproficient in the use of cohesive elements, they can ensure that theirideas are logically connected.
I. Stage One/Beginning Level:
Ask them to make a web to show all the things related to the topic athand.
Encourage them to vary their word patterns and to experiment withmore complex sentences going beyond the subject-verb-objectorganization. Sentence combining, sentence completion, and languageextension activities can guide students toward this goal.
106
II. Stage nvo/Continuing Level:
Give them advance organizer questions prior to reading a text. Forexample, students can be asked: "Where is this city? How large/smallis it? What are some of its main/distinguishing features?" etc. Thesekinds of questions when presented prior to reading a text providedirections to students for organizing information.
Encourage them to vary their word patterns and to experiment withmore complex sentences going beyond the subject-verb-objectorganization. Sentence combining, sentence completion, and languageextension activities can guide students toward this goal.
Vicki Spandel and Ruth Culham suggest incorporating sentences goingfrom "long and stretchy to short and snappy" (Working with StudentWriters, 1993).
III. Stage Three/ Advanced Level:
The more advanced foreign language students can ensure coherence ofideas and logical thinking by incorporating transition words in theirwriting. Some transition words are related to time (e.g., before, after,the next day, finally, when); to comparison or contrast (e.g., also, onthe contrary, but); to cause and effect (e.g., because, therefore, so); torelative importance of an idea (e.g., first, second, more important, lessimportant, most important); or to indicate that examples are supplied(e.g., for example, for instance, that is).
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A dialogue journal is composed of written conversations between ateacher and student or between a student and another student. In adialogue journal, students write as much as they choose about any topic,and the teacher responds to each student asking and answeringquestions, and making comment but never evaluating or correcting.Comments are often brief, informal, private, direct, and center aroundmore subjective topics.
Dialogue journals foster "interaction on real topics and issues which areof interest to the learner" (Peyton, 1986) with a focus placed on themessage rather than the form. They give a good indication of students'progress over the course of a year or a semester and provide a means forteachers to discover students' interests, concerns, and thinking. Inaddition they provide a "context for language and literacy development"(Peyton, 1993) by involving students in purposeful writing free ofgrammatical constraints.
Following is a list of suggestions listed in HELP! They Don't Speak EnglishStarter Kit for Elementary Teachers for the use of dialogue journals withstudents of a second language.
1. Make sure each student has a notebook to use in journal writing.2. How you begin a dialogue journal depends on the age and literacy
development of your students. Younger students can drawpictures and write about it. With older students, it will help themget started if you write the first entry for them to respond to.Something special about yourself usually elicits a good response.
3. Be sure that students know they can write about anything theywant to in their journals, that they won't be graded, and thatnobody but you will read them.
4. Students can write during class at a specified time, during classwhen they have free time, or outside class.
5. Be sure to respond to each journal entry. It is better to havestudents write one or twice a week and for you to respond eachtime, than for them to write everyday and you only respond oncea week.
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6. Never correct your students' entries. You may ask about meaningwhen you don't understand something, but don't make commentssuch as "not clear" or "not enough details." If a student uses anincorrect form, you may provide the correct form if your responseseems natural to do so.
7. Try not to dominate the "conversation." Let students initiatetopics. Tbo many questions in your responses will result in lesslanguage produced by the students, not more.
8. The more often students write and the longer they continuewriting, the greater the benefits of journal writing.
Peyton also suggests tailoring the teacher's language to the students'level of proficiency and setting a minimum of sentences for the students'writing. (The number of sentences is usually determined by thestudents' language level and by their age.) As students gain somecompetence with the language and some familiarity with dialoguejournals, the length of their writing will vary according to their topic.
100
100
A learning log is a journal designed to develop reflection and self-monitoring skills to students and, at the same time, to give them somepersonal control over their own learning. In learning logs, studentscommunicate how and what they have understood about a concept or aunit of study. They record data and reflect on what they have learned,what they still have questions about, whether they found the materialeasy or hard, what part they enjoyed the most, what frustrated them,how the information connects to other areas, and what questions theystill have.
Students write to learn by describing their own learning processes. Forexample, in a foreign language class, students could conclude the lessonby:
Listing the key ideas and/or main points of the lessonAddressing what was difficult and whyExplaining how they will use that information
Other options involve the completion of statements such as thosesuggested by Fogarty and Bellanca (1987).
One thing I'm exited about is...because...I hate it when... and when...This is like a movie I saw...because...
In their book Evaluating Literacy, Anthony, Johnson, Mickelson, andPreece recommend carefully suggesting prompts to help studentsbecome analytical about their "...own learning styles, approaches,strengths, preferences, and shortcomings." For example:
PreferencesThe most interesting thing about... was...My favorite part of the school day is when...My favorite kind of question is the type that...I prefer to work by myself on activities that...
Learning Styles and StrategiesWhen I have to do a project, the first thing I do is...If I can, I try to avoid activities that...I work best when...When I don't understifid something, I...
110 101
StrengthsI'm getting much better at...One good question I asked (or thought of) today was...One of the things I do best is...I can help people in my class with...I'm proud of the way I...
Areas in Need of ImprovementI need to work harder on...I'm still not sure how to...I need to get help with...I wish I were better at...The part I found the most difficult was...
Additionally, the authors recommend inviting the students to addprompts of their own.
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Although the needs and interests of children and adolescents change, thetypes of writing in which our students engage have stayed fairly constantover the years. Marjorie Frank in her book If You're Trying to 'Mach KidsHow to Write, You've Got to Have this Book, lists the following differentforms of writing in which students can engage.
A-b-c books, ads (for magazines, newspapers, yellow pages), advicecolumns, allegories, anecdotes, announcements, anthems, appendices,apologies, assumptions, autobiographies, awards.
gallads, beauty tips, bedtime stories, beginnings, billboards, biographies,blurbs, books, book jackets, book reviews, brochures, bulletins, bumperstickers.
Calendar quips, calorie charts, campaign speeches, cartoons, captions,catalog, cereal boxes, certificates (award, birth, wedding, death),character sketches, church bulletins, commercials, community bulletins,couplets, comparisons, comic strips, complaints, constitutions, contracts,conversations, critiques, cumulative stories.
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Data sheets, definitions, descriptions, detective reports, diaries, diets,directions, directories, documents, double-talk, dramas, dream scripts.
Editorials, epilogues, epitaphs, encyclopedia entries, endings, essays,eulogies, evaluations, exaggerations, exclamations, explanations.
Fables, fairy tales, fantasies, fashion articles, fashion show scripts,folklore, fortunes.
Lames rules, graffiti, good news-bad news, greeting cards, grocery lists,gossip.
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# 94 Ann Bauer, MS, French, Game
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Headlines, horoscopes, how-to-books and directions.
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Impromptu speeches, indexes, inquiries, inscriptions, insults, interviews,introductions (to people, places, books), invitations.
Job applications, job descriptions, jokes, journals, jump rope rhymes.
Labels, legends, letters, lies, lists, love notes, luscious words, lyrics.
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Magazines, marquee notices, memorandum, memories, metaphors,menus, monologues, mottoes, movie reviews, movie scripts, mysteries,myths.
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# 97 Adrienne Judd, HS, French, Menu
News analyses, news articles, newscasts, newspapers, nonsense,notebooks, nursery rhymes.
Obituaries, observations, odes, opinions.
Palindromes, pamphlets, parodies, party tips, persuasiye letters, phrases,plays, poems, post cards, posters, prayers, problems, problem solutions,profound sayings, prologues, proposals, propaganda sheets, protest signs,protest letters, product descriptions, proverbs, public notices, puppetshows, puns, puzzles.
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# 99 Nicole Kaufman, HS,Spanish, Poem
Quips, quizzes, questionnaires, questions, quotations.
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Ransom notes, reactions, real estate notices, rebuttals, recipes, recordcovers, remedies, reports, requests, requiems, requisitions, résumés,reviews, revisions, riddles.
Sale notices, sales pitches, satires, schedules, scrapbooks, secrets, selfdescriptions, sentences, serialized stories, sermons, signs, silly sayings,slogans, soap operas, society news, songs, speeches, spoofs, sportsaccounts, sports analyses, stories, superstitions.
# 100 Wiley International, Elem., French, Story
117
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Tv commercials, TV guides, TV programs, tall tales, telegrams, telephonedirectories, textbooks, thank you notes, theater programs, titles, tonguetwisters, traffic rules, transcripts, travel folders, travel posters, tributes,trivia.
Used car descriptions.
Vignettes, vitae.
want ads, wanted posters, warning, wills, wise sayings, wishes, weatherreports, weather forecasts, words.
Yellow pages.
When considering topics for writing, it is essential to draw on theexperiences that students have had. Young children might havedifficulty writing dialogues about checking into a hotel if they have neverexperienced that situation in their first language. Additionally, sometasks are more demanding cognitively and are not appropriate withyounger learners.
Furthermore, effective teachers include writing in different ways: orally,quickly, independently, in small groups, with re-writing, in centers,taking a long time, together, as a whole group, without re-writing,without the teacher, in private journals, at home. They ensure that theyset students up for success by first enabling the writers to experience thelanguage orally prior to moving to the written word.
Finally, in Perspectives on Writing in Grades 1-8, Haley-James suggests that"in the beginning and whenever a new type of writing is beingintroduced, it is best to start with short, prestructured tasks and then tomove on to freer variations and interpretations within the same type."
118 toy
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lopaettipce4In his book Frames of Mind, Howard Gardner theorizes that there aremany forms of intelligences. Initially, he identified the sevenintelligences listed below; however, since the publishing of his book, heand others have added additional intelligences: the naturalistintelligence and the social intelligence. Nevertheless, traditionallyschools have taught to the students who are verbal/linguistic ormathematical/logical. Many of our students have felt left out of thelearning process. We now know that intelligence is a phenomenonwhich occurs in many parts of the brain, body, and mind and that it isshaped by the outside world through the senses. For this reason, it isessential to appeal to a variety of senses and stimuli to engage studentsin writing, since this is traditionally a verbal/linguistic task.
Verbal/Linguistic Intelligence
This intelligence is responsible for theproduction of language and all the possiblecomplex possibilities that follow (poetry, humor,
storytelling, grammar, etc.). It is awakened by thespoken word. People with this intelligence can manipulate language(syntax, structure, semantics, and phonology).
tibt441 54V+Vok4:Write a set of directions for telling someone how to do something,e.g., tie a knot, bake a cake.
Create an advertisement convincing people to purchase yourproduct.
Supply a different ending for your favorite story.
Write a riddle and see who can solve it.
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÷ Logical/Mathematical Intelligence
+ Students with this intelligence have the capacity touse numbers effectively and to engage in scientificthinking and deductive reasoning. They are
challenged by situations requiring problem solving16.15% and by meeting new challenges. They have the
ability to recognize patterns, to work with abstract symbols, and to seeconnections between separate and distinct pieces of information.
W4:41 Sugge4:4444:Write a limerick.
Think about creating a time capsule. What objects would youinclude in it and why? or Write a paragraph about the societywhich produced these artifacts.
Create your own foreign language.
Create a series of analogies. Include the answers and describe theanalogy (antonyms, time-sequence relationship, quantity/size/physical dimension relationship, etc.).
Solve word problems. For example: a train leaves Boston at 7:00am traveling at an average speed of 65 MPH. How long will it taketo reach Ewyville, which is 165 miles away? Explain your answer.
Musical/Rhythmic Intelligence
Students with this intelligence can recognize rhythmic and tonalpatterns. They have extreme sensitivity to sounds from theenvironment, the human voice, and musical instruments.
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Think of all the things around you. If they each could make asound, what would it be?
Create your own mnemonic, e.g., HOME for the great lakes,WEDDINGS for the subjunctive in Spanish, and DR & MRS.VANDERTRAMP for the to be verbs in French and BANGS foradjectives placed before the nouns (beauty, age, number,goodness, and size).
Write a catchy jingle.
Write the words to a rap.
Make up new verses for a familiar tune.
Visual/Spatial IntelligenceE
This intelligence deals with the visual arts(painting, drawing, and sculpture) but also with
navigation, map reading, architecture, and games suchS as chess. It involves sensitivity to color, line, shape,
form, space, and the relationships between those elements. Studentswith this intelligence have the ability to visualize objects from differentperspectives and angles.
Make a magazine print ad about something.
Draw a map of your house without furniture and appliances.Write where the furniture goes.
Recall a movie you have seen recently or a book you have readrecently. Go over the movie or book in your mind. Represent theinformation in the movie or book graphically or in symbol form.
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Bodily/Kinesthetic Intelligence
Students with this intelligence have the ability touse their body to express emotion (through dance
and body language), and ideas, to play games and sports, and to createnew products. They learn by doing. They have a lot of facility in usingtheir hands to produce or transform things.
Make up a creative dance and write it in words.
Invent a drama.
Write a story to go with body movements.
Describe and explain several of America's most common gesturesto someone from another country.
Intrapersonal Intelligence
This intelligence involves the knowledge of theinternal aspects of the self (knowledge offeelings, range of emotional responses), the
thinking processes (metacognitibn), self reflection,and a sense of intuition about spiritual realities. It includes
having an accurate picture of oneself.
WiZ4/What would happen to you if your house was blown away as inthe 3 Little Pigs?
Write about someone who had an impact on your life.
In a thinking log, record your reaction to learning that justoccurred as a result of the exploration of the varied intelligences.
Write in your journal about your school day memories.
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Interpersonal Intelligence
Students with this intelligence have theability to work cooperatively in a group and
to communicate verbally and non-verballywith other people. They have the capacity to notice distinctions amongothers (e.g., moods, temperaments, intentions, facial expressions, voice,gestures, etc.).
tAbaz41541f/4404-$:Collectively create a story.
Retell a familiar story from the perspective of at least two of thecharacters.
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I. have had two (or three, or four) years of French (or Spanish, orGerman) and I can't say a thing!
In the study of a foreign language, mastery of grammar used to equatesuccess in language ability. It was thought that if students knew thegrammar, they would automatically be able to transfer this knowledge tothe speaking and writing skills. However, years of language study haveproduced a nation of language learners who can only recall the tedioustime spent on extensive verb conjugations and on grammaticalintricacies while lamenting on their inability to communicate in thetarget language orally and/or in writing. Their complaints are supportedby several studies which point out that "grammatical competence aloneis an insufficient condition for good foreign language learning" (Scott,1996).
Grammar provides the essential framework for supporting meaning.Without grammar it would be difficult to make sense of the wordsprovided. Grammar dictates the word order and therefore influences themeaning. The position of many adjectives in the foreign languagedetermines whether the word is meant literally or figuratively. Forexample, Le pauvre homme translates as The poor (e.g., pitiful) manwhereas L'homme pauvre becomes The poor (e.g., not rich) man.
In addition, as students develop as writers, their competence tomanipulate the language and to create more complex and sophisticatedsentences increases. This ability is inherently tied to the interactionstudents have with those around them and to their attempt tounderstand the world. As their level of proficiency increases, students ofthe second language become more skilled at incorporating intricategrammatical forms. Thus, grammar and communication becomemutually inclusive.
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Nevertheless, grammar too often remains the focus of instruction.O'Malley and Pierce (1996) state that:
Grammar should be taught as part of the writing process rather thanthe product. Students can be taught to shift their focus fromthinking about writing as a linguistic exercise in which quality ismeasured by the degree of accuracy, to thinking of writing as anactivity in which the linguistic information can help them shapetheir ideas.
In writing, the role of grammar should be relegated to the revising andediting part of the writing process. Whether a paper needs to begrammatically accurate is dictated by the kinds of writing the studentsare involved in. If students are writing in a diary or a dialogue journaland sharing their thoughts, the focus is on communication andreflection; however, if students are writing for an unfamiliar audience orfor publication, their work will be judged on neatness and correctness.
When students know that their writing is evaluated with a heavyemphasis on grammar, they usually rely on what is very familiar to themand they avoid taking risks with the language. They keep theirsentences simple so they avoid making mistakes and they use ordinarystructures and vocabulary. The finished product usually lacks originalityand excitement and fails to show growth.
Moreover, the kind of grammatical structures which are introduced needto be dictated directly by the language functions targeted for study. Forexample, if the focus of a unit is for students to be able to speak andwrite about their daily activities, then it becomes clear that reflexiveverbs have to be introduced to enable students to address the task.However, the question becomes: "Which reflexive verbs? All of them?"or "Only those related to the targeted language function?" Naturally, ifstudents are given the option to use the reflexive verbs in describingtheir daily routine, they will be more apt to internalize them than if theywere given a series of exercises with discrete unrelated reflexive verbs.It then stands to reason that other reflexive verbs can be introduced lateron as they relate to another context. The reintroduction and expansionof a concept are what make the curriculum spiral.
In the foreign language class, writing is also introduced as a way to applygrammatical concepts. Students practice with adjectives, relativepronouns, future tense, interrogative pronouns, etc. This kind of writingis necessary as long as it is not an end in itself but instead serves ameans to reach a broader language goal. Students need adjectives todescribe people, places, and things; they use relative pronouns to make
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their sentences more complex; they incorporate the future to describefuture plans; they practice asking questions to get ready for an interview.Without real-life applications, many of these grammatical concepts are ofno practical use.
TeAde44 ays., 44 4:
introducing the grammatical points needed for a specificcommunicative functionteaching students to check their own paperproviding them opportunities to participate in peer assessmentavoiding correction of all the errors (not bleeding on the paper)valuing the ideas more than the formencouraging students to experiment with the languagesharing the criteria for evaluating the paperensuring that students write for a variety of purposes andaudiences
126 IP
egettle4 10
Principles of Assessment
Characteristics Indictors
performance-oriented
learner-centered
authentic
curriculum-embedded
criterion-referencedcourse
assessment expectationsknown to students
criterion-referenced
assessment expectationsknown to students
student work results in a product,written or oral performance, orproblem solution.
students construct or create their ownanswers rather than selecting from a setof possible responses.
tasks are based on real-life situations.
the context of the communicative tasksaccomplishes a specific purpose.
assessment situations are woven into
of instruction.
extended performance assessments, likeprojects, are part of the teaching/learningprocess.
student performance is evaluated againststandards.
criteria are established to demonstrate arange of performance.
Languages Other Than English ResourceEducation Department, 1997.
Guide Draft, University of the State of New York, The State
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Foreign language teachers agree that correcting writing is a difficult andlengthy task. They feel uncomfortable with grammatical errors and evenimpatient when the errors involve material which has been extensively"covered." They wonder whether they should correct all the errors, someof the errors, or whether they should ignore them altogether. Theydebate on how to award a grade when the content and the meaning aregood but the form is poor or when the form is accurate but the contentand meaning are scant and not relevant to the task.
Research states that teacher correction is not the most useful way toprovide corrective feedback. It is time consuming, and it resemblesediting more than correcting. Furthermore, it does not lead to improvedstudent performance and it leaves too often students discouraged whentheir papers are returned marred with red marks rendering themunreadable. By providing direct corrections, teachers can actually hinderthe students' progress in becoming good writers.
The first step to alleviate this challenge is to involve the students in theprocess approach to writing and to incorporate revising and editing aspart of this process. (See writing process for specific strategies.) In doingso, teachers can relinquish their time consuming role of editors andinstead devote more time to providing constructive feedback instead ofcorrective feedback. Additionally, students' writing can benefit frompeer-evaluation, self-evaluation against set criteria, and by mini lessons.Those strategies ensure that students have an opportunity to refine,revise, and edit their writing prior to handing in their final drafttherefore, improving their writing while making the teacher's task easier.
At any rate, the scoring of writing should always be defined and sharedwith the students prior to the writing assignment. Giving students acopy of the rubric in advance helps them focus on the different aspectsof writing and encourages them to monitor their own writing.Furthermore, the criteria for assessment can often be devised with thestudents' input.
Low level learners may need some clues to help them with the revisionand editing phase because they have difficulty identifying their ownmistakes. For them, it is better to work with small pieces first ratherthan the entire work. The teacher may ask questions such as "Are theresentences which do not make sense?" "Can you expand the description?"
128
to guide students in their revision. With the beginner in the language,focus is placed on making good titles, adding a detail to the story,expanding a sentence, or rearranging words. The more advancedlanguage learner is ready to look at varying the sentence length andstructure, eliminating overused words, incorporating dialogue, arrangingdetails in logical order, and supporting statements with specific details(Frank, 1979).
During the editing phase, comments such as "Look at the verb tense," or"How many people are involved here?" may be helpful. More advancedstudents may be cued to errors but must be responsible for findingsolutions. Cues may range from most direct to least direct.
While observing students write, teachers may also compile a list ofwriting problems which need to be addressed and may select one or twoof these for reteaching or strengthening during a mini lesson. Anotheroption is to ask students to identify and search for their own highfrequency errors during the editing phase.
Additionally, students may benefit from the structure of checklists toguide them in revising and editing their own writing. Checklists can begeneric and applied to writing in general or can be tailored to the specificwriting assignment. Students who are first introduced to self-assessmentbenefit from more structured and specific checklists while students whoare feeling comfortable with self-assessment have developed andinternalized the necessary monitoring skills and thus need less guidance.Following is an example of a checklist to be used by students describingtheir family and a checklist for a narrative assignment.
Sample Self-Assessment Checklist for Family
Checklist for Description of Family1. Do you have a title?2. Have you named the persons in your family?3. Have you included name, age, job, and brief description for
each member?4. Have you used complete sentences?5. Have you checked for use of masculine and feminine?6. Have you corrected errors in spelling, capitalization and
punctuation?
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Sample Self-Assessment Checklist for Narrative Writing
Checklist for Narrative Writing1. Does your story have a beginning, a middle, and an end?2. Is the main idea clear?3. Are there supporting details?4. Are the events sequenced logically?5. Have you varied your sentences?6. Are you using complete sentences?7. Have you corrected errors in spelling, capitalization, and
punctuation?8. Have you paid special attention to the use of the past tenses?
Checklists are especially useful when they reflect the components of thescoring rubric used for rating their paper (O'Malley & Pierce, 1996).Following is a sample checklist based on the writing rubric developed bythe Duplin County teachers and found later in this document.
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Sample Assessment Checklist Based on Writing Rubric
Self-Assessment Checklist
Name:Date:Title of Work:
Attention to the task1. I stated my purpose clearly2. The information I gave is related to the topic3. I gave a lot of information about the topic
Grammar (Accuracy)1. I spelled words correctly2. I checked punctuation3. I verified agreements (subject-verb, adjective-noun, article-noun)
Vocabulary1. I used descriptive words2. I used new words3. I did not use English words
Cohesiveness of Discourse1. I used a title2. I used a beginning, middle and end3. I organized my ideas
Comprehensibility of Communication1. 'IVTo other students read my paper and made suggestions
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Peer editing fosters a non-threatening environment and encouragesstudents to develop monitoring skills. However, one of the majorconcerns about peer editing is that lower level learners are not be able tofind their own errors, much less those of their peers and at times theyare unable to understand what other students have written. Anotherfactor to consider is that students are often hesitant to criticize the workof their peers. For these reasons, teachers need to train students to
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critique each other's work and need to provide some structure to guidethem in their review. Questions such as "Are there lines that are notclear?", "'ME the author two or three things you liked about the paper." or"Can you make one specific suggestion for improving the paper?" providesome assistance to students as they learn to become good critics.
Claire Gaudiani (1981) suggests a class editing process where moreadvanced students help one another improve their drafts through aseries of "passes." Each week, a small group of students provides for allothers a mimeographed copy of a first draft on an assigned theme. Shesuggests that the composition include a three-line triple space to allowfor written comments. Following is a description of the process:
1. Comprehension of meaningStudents listen as one of the siudenti Who wrote reads his/her:composition aloud. Students ask for clarification of wordS andexpressions.
2. Correction of grammarThe teacher reads each sentence of the composition and asksthe class and the author to Provide needed grammatical:,corrections.::Analysis/ Prose /StyleStudents read the, composition another time and look at specificaspects such as paragraphing, use of topic sentences, etc.
4. Overview/SynthesisClass offers general comments on the effectiveness of thecomposition as a whole in communicating the message.
Students may work on writing samples provided from outside their owngroup thus eliminating the reluctance to critique the samples for fear ofhurting a classmate's feelings. Another option would be to conduct thisprocess with a smaller group composed of four or five students.
BEST COPY AVAILABLE 132 123
Another effective way to arrange careful editing is through "clocking"(source unknown).
1. Students place blank sheets (or prepared check lists) on top oftheir composition so that the checkers do not write directly ontheir work.
2. Students are instructed to exchange papers in an orderlyfashion (e.g., with the students in the row: next to them).
3. Students initial the top sheet taking responsibility for whatthey are editing.
4. StUdents are instructed to look fora certain type of problem inthe composition. They either note the problems they found orthey write OK on the top page next to their initials.Half of the students (e.g., every, other row), move a seat.Students now have a new partner'th exchange papers wheninstructed. They again initial the top sheet and look for thekind of error assigned this time.. Some of the things to havestudents check range from "Does this make sense?" to subject-verb agreement, to proper use of tenses,- or to spelling.
6. Students return the papers to the original writers who conductthe final edit, reviewing all comments made by their peers.
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lb facilitate the editing process through peer evaluation, teachers canprovide a checklist to be filled by the peer evaluator or a form to guidetheir comments. Samples are included below.
Peer Editing and Revising Guidelines
Edit #1 EditorContent and Organization: Put a check next to each statement youfind to be true of this paper.
1. This paper covers the topic assigned or chosen.2. The main ideas are clearly stated.3. The ideas are organized logically and support is given.4. It is easy to understand what the writer is trying to
communicate.5. Spanish is used throughout with no English words or
"Spanglish."
If one of the above is not checked, please give the reason(s) below:
Please give at least two suggestions you feel would help improve thispaper.
1.
2.
Edit #2 EditorMechanics: Put a check next to each statement you find to be true ofthis paper.
1. Appropriate word choice (no English or "Spanglish").2. Correct subject/verb agreement.3. Correct adjective/noun agreement.4. Correct use of pronouns (subject, object, possessives).5. Correct use of definite/indefinite articles.6. Correct spelling (check dictionary!).7. Correct use of verbs and verb tenses.8. Correct punctuation (check by reading aloud).
Add any constructive comments or note any suggested revisions:
Scott, Renee. "Changing Teachers' Conceptions of Teaching Writing: A Collaborative Study."Foreign Language Annals, p. 246, Summer 1995.
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Peer Evaluation Form
Name: Date:
Is the purpose clear? YES NO
Does it have a beginning, middle, and end? YES NO
Can I understand it? YES NO
One thing I like about this piece...
One thing I would change....
.At.4.4.
It is important for teachers to assign and assess writing tasks whichreflect the purpose of the class and to keep errors in spelling,accentuation, and syntax in perspective with those goals. If the purposeof writing is to see that students can spell certain verb forms and usegrammatical structures, then teachers can devise specific writing tasks tothat purpose and can focus solely on the accuracy of the written product(Paulson). However, if the purpose of the writing is to communicate anidea, then errors in grammatical structures must be judged in the contextof that writing and teachers need to ask questions such as "Does thismistake make the sentence incomprehensible?" or "Does this mistakeaffect the meaning of the sentence?" The use of holistic, analytic, andprimary trait scoring rubrics may help teachers keep the other elementsof writing in perspective.
The rubrics developed to assess the students' work can be generic andaddress all the writing taking place during the school year, or they can betailored to address specific writing assignments.
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1. Hot4:4 4604.4.g: Holistic scoring is based on the assumption that thewhole is better than the sum of its parts. Holistic scoring involves ageneral reading for the purpose of attaining a global impression of anentire piece. This type of scoring uses a variety of criteria to produce asingle score. One of the pitfalls to avoid is grading a whole textaccording to one of its aspects only (e.g., spelling or grammar).Following are two sample writing rubrics using holistic scoring.
GENERAL WRITING RUBRIC
1. Is generally incomprehensible. Gives incomplete, mostlyinaccurate or irrelevant responses. Has very little grammaticalcontrol with serious errors in all structures. Employs very littlevocabulary with formulaic language used inappropriately. Ismostly incoherent with no evidence of organization.
2. Is somewhat comprehensible. Gives a somewhat accurate/relevant response to some parts. Has limited grammaticalcontrol with many errors in basic, high frequency structures.Employs limited vocabulary. Is partly coherent or oftencoherent with little evidence of organization.
3. Is comprehensible. Gives a mostly accurate/relevant responseto most parts. Has moderate grammatical control with fewerrors in basic, high frequency structures. Employs avocabulary adequate for most topics with word choices andusage at times idiomatic. Is generally coherent and organized.
Source unknown
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Exceeds ExpectationsMessage very effectively communicatedRich variety of vocabularyHighly accurate, showing no significant patterns oferror
- Content supports interest levelSelf-correction increases comprehensibility
.0, Meets Expectations*, Message generally comprehensible, Vocabulary is appropriate, with some groping, Accuracy appropriate to stage, although some patterns of
error may interfere with comprehensionContent is predictable, but adequateOccasional self-correction may be successful
-- Does Not. Meet ExpectationsMessage communicated with difficulty and is unclearVocabulary often inappropriate, leading tomiscommunicationSignificant patterns of errorContent repetitiousSelf-correction is rare and usually unsuccessful
Unratable SampleNo consistent use of target languageOff task
Rubric for holistic scoring. Reprinted with permission from Articulation & AchievementCopyright @ 1996 by College Entrance Examination Board. 411 rights reserved.
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Short Story Rubric
4
Elements of the short story, including setting, characters, plot andtheme are present and well developed.
Use of sentence structure and punctuation is correct and consistentthroughout.
Focus on assigned topic is clear and well developed.
3
Elements of the short story, including setting, characters, plot andtheme are present but one or two are not well developed.
May have minor errors in sentence structure and punctuation.
Focus on assigned topic is clear but development is incomplete.
2
Elements of the short story, including setting, characters, plot andtheme are present but more than two are not well developed.
There is a pattern of error in sentence structure and punctuation.
Focus on assigned topic is clear but underdeveloped.
1
Elements of the short story, including setting, characters, plot, andtheme are present but not well developed.
Sentence structure and punctuation are unacceptable.
Focus on assigned topic is unclear and underdeveloped.
From: Putting it Together: Planning for Social Studies. NC Department of Public Instruction.
U. A444 471.:Z 4/40,4* This type of scoring separates the differentcomponents and scores them individually. It is a useful tool for teacherswho feel compelled to grade a paper based on the grammatical accuracyas it urges them to consider other factors as well. It provides them with alarger sense of objectivity. Teachers can create their own rubrics toreflect their instructional goals.
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In analytic scoring, the components usually involve content,organization, mechanics, structures, richness of vocabulary, relevance tothe task, etc., and each component is awarded a different weight.Following is a writing rubric developed by the Duplin county teachers toassess eighth graders studying Spanish and to assess native Spanishspeakers who are enrolled in the same classes and a rubric used withcollege students.
WRITING RUBRIC
Attention to the task0 no relevant information communicated by student1 very little relevant information communicated by student2 some relevant information communicated by student3 most relevant information communicated by student4 all relevant information communicated by student
Grammar (Accuracy)0 no statements were structurally correct1 very few statements were structurally correct2 some statements were structurally correct3 most statements were structurally correct4 all statements were structurally correct
Vocabulary0 no words in Spanish1 employed minimal vocabulary2 employed limited vocabulary3 employed adequate vocabulary4 employed a variety of vocabulary
Cohesiveness of discourse0 incoherent, no evidence of organization1 barely coherent, no evidence of organization2 partially coherent, some evidence of organization3 generally coherent, some evidence of organization4 always coherent and organized
Comprehensthility of Communication0 could not understand anything student wrote1 could barely understand what student wrote2 could understand some sentences3 could understand most of what student wrote4 could understand everything student wrote
Total writing score (Add each circled number and divide by five):
Sample Duplin County. Eighth Grade Assessment (1996).
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EVALUATION CRITERIA FOR BEGINNING LANGUAGE COURSES(College Level)
1. ComprehensibilityMost is incomprehensible 1
Generally comprehensible but needs interpretation 4
2
5
3
6
Completely comprehensible 7 8
2. CohesivenessComposition is a series of separate sentences withno transitions 1 2
Composition is choppy or disjointed 3 4
Composition flows smoothly and has some style 5 6 7
3. Information ConveyedMinimal information given 1 2
Info adequate for topic 3 4
Very complete info given 5 6 7
4. VocabularyInadequate/repetitious/inaccurate 1 2
Adequate, but contains many errors 3 4
Quite broad in range, precise and expressive 5 6 7
Total:
From Evaluation of Foreign Language Learners' Writing Ability by David Paulson, ConcordiaCollege.
Analytic rubrics are also useful for students who need more specificsuggestions for improving their writing. Because the categories are ratedseparately, students have a better understanding of the strengths andweaknesses evidenced in their writing.
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74A.zx 4.2.2.4.g: In primary trait scoring, a focus is placed onan identified feature. For example, students may be asked todemonstrate the ability to use a variety of words to describe, they may beasked to show mastery of subject-verb agreement, or they may be ratedon their ability to organize their thoughts. At any rate, with this kind ofscoring, only the identified features are rated. The other errors areignored. The main advantage of primary trait scoring is that it focusesthe students on one particular aspect of writing. However, thisadvantage can also be a disadvantage in that it ignores the otherelements of writing that are important to the composing process.
ecif,(14.4z44.,
Whether students are engaged in self-assessment, peer evaluation, orteacher evaluation, they can get the most benefits from immediatefeedback. Postponement of feedback sends the message that the taskwas not important. Regular on-going assessment encourages growth,ownership, and self-confidence.
Sharing rubrics with students prior to engaging in a writing task enablesstudents to focus on the identified criteria and fosters the developmentof monitoring skills over their own learning. While assessment can beconducted solely by the teacher, self-evaluation and peer-editing aremore effective in improving the way students write.
Finally, assessment gives teachers the information they need to makeinstructional decisions and the administrators the information they needto meet the needs of accountability.
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0,0+.44zok,Developing good writers is a goal that is shared by all teachers, andespecially foreign language teachers. Learning another language issynonymous with learning to communicate and communication takesplace in a 7ariety.of ways, one of which is through writing.
As foreign language teachers we must believe that the writing skills ofour students will develop through the use of relevant and genuinewriting rather than through the use of artificially structured exercises.For this reason, we must provide students with ample opportunities towrite for a variety of purposes, for a variety of audiences, and in avariety of genres.
The adaptation of the writing process to the needs of the secondlanguage, the incorporation of writing strategies to support this process,and the necessary changes in assessment practices, provide some of theessential tools needed to reach this goal.
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Anthony, Robert J. & Terry D. Johnson, Norma I. Mickelson, AlisonPreece. Evaluating Literacy. Portsmouth, NH: Heinemann, 1991.
Atwell, Nancie. In the Middle: Writing, Reading, and Learning withAdolescents. Portsmouth, NH: Boynton/Cook, 1987.
, editor. Coming to Know: Writing to Learn in the IntermediateGrades. Portsmouth, NH: Heinemann, 1990.
Barnett, Marva A. "Writing as a Process." Northeast Conference, Winter1992, p. 16-55.
Bello, Tbm. "Improving ESL Learners' Writing Skills." ERIC Digest.Washington, DC: National Clearinghouse on Literacy Education.June 1997.
Beyer, Barry K. Teaching Thinking Skills: A Handbook for ElementarySchool Teachers. Boston, MA: Allyn and Bacon, 1991.
Boyle, Owen & Suzanne F. Peregoy. "Literacy Scaffolds: Strategies forFirst and Second Language Readers and Writers." The ReadingTeacher, Vol. 44, No. 3, November 1990, p. 194-200.
Calkins, Lucy McCormick. The Art of Teaching Writing. Portsmouth, NH:Heinemann, 1994.
Crowell & Ellen D. Kolba. Florida Writing Coach: Preparation for theFlorida Writing Assessment. New York, NY: Educational Design, 1994.
Danesi, Marcel. "Literacy and Bilingual Education Programs inElementary Schools: Assessing the Research." Mosaic, p. 6-12.
Eastern Stream Center on Resources. Help! They Don't Speak EnglishStarter Kit for Elementary Teachers. Oneonta, NY, 1994.
Emig, Janet. The Composing Processes* of TWelfth Graders. Research ReportNo. 13. Urbana, IL: National Council of 'leachers of English, 1971.
Fank, Marjorie. If You're Trying to Teach Kids How to Write, You've Got toHave this Book! Nashville, TN: Incentive Publications, 1979.
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Fitzgerald, Jill. "Crossing Boundaries: What Do Second LanguageLearning Theories Say to Reading and Writing Teachers of Englishas a Second Language Learners?" Reading Horizons, Vol. 34, 1994,p. 339-355.
Fulwiler, Ibby. Teaching with Writing. Upper Montclair, NJ: Boynton/Cook Publishers, 1987.
Genesee, Fred & John A. Upshur. Classroom-Based Evaluation in SecondLanguage Education. New York, NY: Cambridge University Press,1996.
Gilles, Carol & Mary Bixby, Paul Crowley, Shirley R. Cresnshaw,Margaret Henrichs, Frances E. Reynolds, Done lle Pule, editors.Whole Language Strategies for Secondary Students. New York, NY:Owen Publishers, 1988.
Goodman and Goodman. "Reading and Writing Relationships: PragmaticFunctions." Journal of Language Arts, 1983, 60 (5), p. 590-599.
Gaudiani, Claire. Thaching Writing in the FL Curriculum. ERICClearinghouse, on Languages and Linguisticcs. Washington, DC:Center for Applied Linguistics, 1981.
Haley-James, editor. Perspectives on Writing in Grades 1-8. Urbana, IL:National Council of leachers of English, 1981.
Hayes, Curty W., Robert Baghruth & Carolyn Kessler: "lb Read you MustWrite: Language Acquisition among LEP Students." Children andLanguages. NCFLIS, 1988.
Hudelson, Sarah. "Literacy Development of Second Language Children."Educating Second Language Children, Fred Genesee, Editor. NewYork, NY: Cambridge University Press, 1994.
Jaraush, Hannelore & Clare 'Rifts. "Writing Across the (ForeignLanguage) Curriculum." Dimension: Language '87. Report ofSouthern Conference on Language Teaching. Valdosta, GA: ValdostaState College, 1987.
Meyer, Renee & Emery Tetrault. "Open your CLOZEd Minds: UsingCloze Exercises to Teach Foreign Language Reading." ForeignLanguage Annals, 1986, Vol. 19, No. 5.
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Montague, Nicole. "The Process Oriented Approach to leaching Writingto Second Language Learners." New York State Association forBilingual Education Journal, Vol. 10, p. 13-24, Summer 1995.
Newkirk, Thomas & Nancie Atwell, editors. Understanding Writing Waysof Observing, Learning, and Thaching K-8. Second Edition.Portsmouth, NH: Heinemann Educational Books, 1988.
North Carolina Department of Public Instruction. Communication SkillsCurriculum. Raleigh, NC: North Carolina Department of PublicInstruction, 1992.
Second Language Studies Curriculum. Raleigh, NC: NorthCarolina Department of Public Instruction, 1994.
First and Second Language: The Reading and WritingConnection. Raleigh, NC: North Carolina Department of PublicInstruction, 1996.
Omaggio, Alice. Taching Language in Context. Boston, MA: Heinle andHeinle, 1986.
O'Malley, Mike & Lorraine ValdeZ Pierce. Authentic Assessment forEnglish Language Learners. Reading, MA: Addison-WesleyPublishing Co., 1996.
Parry, Jo-Ann & David Hornsby. Write On: A Conference Approach toWriting. Sydney, Australia: Martin Educational, 1988.
Paulson, David L. "Evaluation of Foreign Language Learner's WritingAbilities." Moorhead, MN: Concordia College. Northeast ConferenceNewletter 34, p. 12-16.
Peyton, Joy Kreeft. Literacy Through Written Interaction. Center forApplied Linguistics. Vol. 1, No. 1, Spring 1986, p. 13-18.
"Dialogue Journals: Integrative Writing to DevelopLanguage and Literacy." ERIC Digest. Washington, DC: NationalClearinghouse on Literacy Education, April 1993.
Rabideau, Dan. "Integrating Reading and Writing into Adult ESLInstruction." ERIC Digest. Washington, DC: National Clearinghouseon Literacy Education, March 1993.
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Redmond, Mary Lynn. "The Whole Language Approach in the FLESClassroom: Adapting Strategies to Teach Reading and Writing."Foreign Language Annals, Vol. 27, 1994, p. 428-444.
Roberts, Cheryl A. "Transferring Literacy Skills from Ll to L2: FromTheory to Practice." The Journal of Educational Issues of LanguageMinority Students, Vol. 13. p. 209-221, Spring 1994.
Samway, Katharine Davies. "Writer's Workshop and Children AcquiringEnglish as a Non-Native Language." NCBE Program InformationGuide Series, Number 10, Spring 1992.
Scott, Renee & Barbara Rodgers. "Changing 'leachers' Conceptions ofTeaching Writing: A Collaborative Study." Foreign Language Annals,Vol. 28, Summer 95.
Scott, Virginia. "Write from the Start: A Task-Oriented DevelopmentalWriting Program for Foreign Language Students." Language 91,Making a World of Difference. Report of the Southern Conferenceon Language Teaching. Valosta, GA: Valdosta State College, 1991.
and Heinle, 1996.Foreign Language Writing. Boston, MA: Heinle
Simich-Dudgeon, Carmen. "English Literacy Development: Approachesand Strategies that Work with Limited English Proficient Childrenand Adults." NCBE New FOCUS: Occasional Papers in BilingualEducation, Number 12, Summer 1989.
Spandel, Vicki & Ruth Culham. Modes of Writing: Focusing on Purpose.Portland, OR: Northwest Regional Educational Laboratory, 1991.
Working with Student Writers. Portland, OR: NorthwestRegional Educational Laboratory, 1993.
Temple; Charles & Ruth Nathan, Frances Temple. The Beginning ofWriting. Second Edition. Newton, MA: Allyn and Bacon, Inc., 1988.
Young, Martha W. & Paricia L. Arroyo, Marcia Brown. "StimulatingWriting in ESL/Bilingual Classrooms." The Journal of EducationalIssues of Language Minority Students, Vol. 13, p. 163-174, Spring 1994.
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pfd
147
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NC 5144,144.1
0,04.142 tle %at,WRITING GOAL: TO WRITE SO AS TO BE UNDERSTOOD BY A NATIVEOF THE TARGET LANGUAGE.
STAGE ONE
1.1 Copy learned phrases and sentences in context.1.2 Write words from memory which are associated with visuals,
props, or familiar contexts.1.3 Write a familiar phrase, statement, or question in context.1.4 Generate in writing two or more related sentences in context.
STAGE TWO
2.1 Recombine known language to produce personalized statements,questions, and responses.
2.2 Write controlled sentences and paragraphs.2.3 Compose a series of original statements and/or questions related
to personal experience.2.4 Compose short messages, announcements, advertisements,
postcards, and simple letters.2.5 Compose a series of related sentences that describe, compare or
contrast people, places, things, and/or activities.2.6 Narrate a sequence of events.2.7 Write one or more sentences that classify, summarize, predict,
judge, or infer.
STAGE THREE
3.1 Compose a series of related sentences or a cohesive paragraph ona general topic with good control of some basic languagestructures.
3.2 Narrate in past, present, and future time.3.3 Compose cohesive paragraphs which describe, compare or
contrast in detail people, places, things, activities, situations, orevents.
3.4 Develop an organized summary, composition, report, or article ofmore than one paragraph.
3.5 Express emotions, feeling and preferences and give supportingdetails.
3.6 Express personal point of view and support it.3.7 Compose pattern poetry.
140 14g
A4444,z(44% 0,044+,a t2i,t
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1-4414(ii" Pl4tz(-z°t(A/q4.ate,444,
Generic Descriptions - Writing
Novice Low Able to form some letters in an alphabetic system. Inlanguages whose writing systems use syllabaries orcharacters, writer is able to both copy and produce thebasic strokes. Can produce romanization of isolatedcharacters, where applicable.
Novice Mid Able to copy or transcribe familiar words or phrases andreproduce some from memory. No practicalcommunicative writing skills.
Novice Able to write simple fixed expressions and limitedHigh memorized material and some recombinations thereof.
Can supply information on simple forms and documents.Can write names, numbers, dates, own nationality, andother simple autobiographical information as well assome short phrases and simple lists. Can write all thesymbols in an alphabetic or syllabic system or 50-100characters or compounds in a character writing system.Spelling and representation of symbols (letters, syllables,characters) may be partially correct.
Intermediate Able to meet limited practical writing needs. Can writeLow short messages, postcards, and take down simple notes,
such as telephone messages. Can create statements orquestions within the scope of limited languageexperience. Material produced consists ofrecombinations of learned vocabulary and structures intosimple sentences on very familiar topics. Language is
149 141
inadequate to express anything but elementary needs.Frequent errors in grammar, vocabulary, punctuation,spelling, and in formation of nonalphabetic symbols, butwriting can be understood by natives used to the writingof nonnatives.
Intermediate Able to meet limited practical writing needs. Can writeMid short, simple letters. Content involves personal
preferences, daily routine, everyday events, and othertopics grounded in personal experience. Can expresspresent time or at least one other time frame or aspectconsistently, e.g., nonpast, habitual, imperfective.Evidence of control of the syntax of noncomplexsentences and basic inflectional morphology, such asdeclensions and conjugation. Writing tends to be a loosecollection of sentences or sentence fragments on a giventopic and provides little evidence of consciousorganization. Can be understood by natives used to thewriting of nonnatives.
Intermediate Able to meet most practical writing needs and limitedHigh social demands. Can take notes in some detail on familiar
topics and respond in writing to personal questions. Canwrite simple letters, brief synopses and paraphrases,summaries of biographical data, work and schoolexperience. In those languages relying primarily oncontent words and time expressions to express time,tense, or aspect, some precision is displayed; where tenseand/or aspect is expressed though verbal inflection,forms are produced rather consistently, but not alwaysaccurately. An ability to describe and narrate inparagraphs is emerging. Rarely uses basic cohesiveelements, such as pronominal substitutions or synonymsin written discourse. Writing, through faulty, is generallycomprehensible to natives used to the writing ofnonnatives.
Advanced Able to write routine social correspondence and joinsentences in simple discourse of at least severalparagraphs in length on familiar topics. Can write simplesocial correspondence, take notes, write cohesivesummaries and résumés, as well as narratives anddescriptions of a factual nature. Has sufficient writingvocabulary to express self simply with somecircumlocution. May still make errors in punctuation,spelling, or the formation of nonalphabetic symbols.Good control of the morphology and the most frequently
142 150
used syntactic structures, e.g., common word orderpatterns, coordination, subordination, but makesfrequent errors in production of complex sentences. Usesa limited number of cohesive devices, such as pronounsaccurately. Writing may resemble literal translationsfrom the native language, but a sense of organization(rhetorical structure) is emerging. Writing isunderstandable to natives not used to the writing ofnonnatives.
Advanced Able to write about a variety of topics with significantPlus precision and in detail. Can write most social and
informal business correspondence. Can describe andnarrate personal experiences fully but has difficultysupporting points of view in written discourse. Can writeabout the concrete aspects of topics relating to particularinterests and special fields of competence. Often showsremarkable fluency and ease of expression, but undertime constraints and pressure writing may be inaccurate.Generally strong in either grammar or vocabulary, butnot in both. Weakness and unevenness in one of theforegoing or in spelling or character writing may result inoccasional miscommunication. Some misuse ofvocabulary may still be evident. Style may still beobviously foreign.
Superior Able to express self effectively in most formal andinformal writing on practical, social and professionaltopics. Can write most types of correspondence, such asmemos as well as social and business letters, and shortresearch papers and statements of positions in areas ofspecial interest or in special fields. Good control of a fullrange of structures, spelling or nonalphabetic symbolproduction, and a wide general vocabulary allow thewriter to hypothesize and present arguments or points ofview accurately and effectively. An underlyingorganization, such as chronological ordering, logicalordering, cause and effect, comparison, and thematicdevelopment is strongly evident, although not thoroughlyexecuted and/or totally reflecting target languagepatterns. Although sensitive to differences in formal andinformal style, still may not tailor writing precisely to avariety of purposes and/or readers. Errors in writingrarely disturb natives or cause miscommunication.
151 143
Foe Aitosi Hot/a/ze
qt.zie4I. Descriptive WritingThe following is an excerpt from Focused Holistic Scoring Guide: TheDescriptive Composition published by the Department of PublicInstruction, 1994-95 for rating the English Language Arts end of gradewriting test.
Main IdeaThe writer identifies the subject matter by naming either the place,object, person, or feeling that is being described. The writer must focuson the subject matter that is identified. If the writer retreats from thesubject matter, causing the focus to be unclear, the writer's main idea isweakened. A writer can often make effective use of devices of mysteryand intrigue to deliver a descriptive composition. In such a piece, thewriter is not likely to directly identify or name the subject matter. Thepresence, therefore, of a main idea must be determined in light of thedevices that the writer chooses to use and the general clarity of thesubject matter. If the reader is confused about the subject matter, thewriter has not effectively related a main idea. If the reader is intriguedabout the subject matter, the writer probably has been effective inrelating a main topic.
Supporting DetailsThe writer provides sufficient descriptive information to allow thereader to sense the subject matter, through either visual, tactile,auditory, smell, taste, or emotional images or information. Sufficiencyhas to do with the amount of extension and elaboration, and the kindand quality of information provided. The writer must describe in sucha way that an overall impression/view is developed. There are severalways in which this can be accomplished.
OrganizationThe writer establishes for the reader a sense of beginning, development,and ending in the composition. The writer establishes for the reader asense of an overall plan for the composition. There is evidence of anorganizational strategy.
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CoherenceCoherence occurs when the sentences in a composition are logicallyconnected. In other words, the writer establishes relationships betweenand among the ideas and/or statements. If the parts of a compositioncohere, they "stick" or are "bound" together. This can be achievedthrough both semantic and structural ties. The writer may employ oneor more of several devices to achieve coherence. Among the mostcommon devices are repetition, pronouns, synonyms, and parallelstructure.
EXPLANATORY-DESCRIPTIVE COMPOSITIONFOCUSED HOLISTIC SCORE SCALE
Describe a classroom in your school. Describe it so that someonereading your paper could picture the room.
4 = The response exhibits a strong command of descriptivewriting. The writer has consistently focused on a classroomand has effectively identified and described the classroom.The writer's organization provides a clear strategy orcontrolled plan and overall completeness. The composition isunified. Many of these responses describe the entireclassroom using elaborated details. Other responses have anarrow focus that includes well developed descriptions ofseveral features.
3 = The response exhibits a reasonable command of descriptivewriting. The writer has focused on a classroom and hasprovided sufficient elaborated description to reasonablydescribe the classroom, although additional descriptiveinformation would strengthen the composition'sdevelopment. The writer's organization provides a reasonablesense of logical progression and overall completeness. Thecomposition is generally coherent, although minorweaknesses in coherence might be present.
2 = The primary focus on the response is a description of aclassroom, although the writer may drift from the focus.Some of these responses will contain many bare details whileothers will have a few details, some of which are elaborated.There may be lapses in the progression of the ideas, butoverall, there is some sense of strategy and control.
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1 There is evidence that the writer has read the prompt andattempted to respond to it. There may be little or no sense offocus on a classroom and/or the writer has provided fewdetails. Many of these responses exhibit no strategy or senseof control of the writing. Others may have language problemsso severe that they interfere with the meaning although theremay be evidence of numerous details. Some responsesdemonstrate control, but the description is too sparse for theresponse to be scored higher that "1." Other responsescontain a few details but the primary focus of the compositionis something other that a description of a classroom.
NS = This code may be used for compositions that are entirelyillegible or otherwise unscorable: blank responses, responseswritten in a foreign language, restatements of the prompt, andresponses that are off topic or incoherent. The ScoringDirector must give permission for the use of "NS."
II. Narrative WritingThe following is an excerpt from Focused Holistic Scoring Guide: TheNarrative Composition published by the Department of PublicInstruction, 1994-95 for rating the English Language Arts end of gradewriting test.
The narrative composition focuses on action and the sequencing ofevents within the overall action. However, there must be description ofpeople or things involved in the actions as well as the setting of theactions. The narrative tells a story or what happened. In the personalnarrative, the student recounts events that he/she has experienced, reador heard about. In the imaginative narrative, the student writes a storythat revolves around an event and has a resolution.
The four composing characteristics that are to be observed assumespecific meanings when applied to the narrative composition. Adiscussion of each characteristic and its application to the narrativecomposition is given below:
a. main ideab. supporting detailsc. organizationd. coherence
Main IdeaThe writer must clearly establish a focus as it fulfills the assignment ofthe prompt. If the writer retreats from the subject matter presented in
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the prompt, the main idea is weakened. In scoring a narrativecomposition, readers must exercise caution not to prejudge how thewriter will address the subject matter. Furthermore, the writer mayeffectively use an inductive organizational plan which does not actuallyidentify the subject matter at the beginning and may not literallyidentify the subject matter at all. The presence, therefore, of a mainidea, must be determined in light of the method of development chosenby the writer, whether it be chronological or thematic. If the reader isconfused about the subject matter, the writer has not effectively related amain idea. If the reader is intrigued and not confused, the writerprobably has been effective in relating a main idea.
Supporting DetailsThe writer provides sufficient elaboration to present the events clearly.'nvo important concepts in judging whether details are supportive are theconcepts of "relatedness" and "sufficiency." To be supportive of thesubject matter, details must be related to what happens in the narrative.Relatedness has to do with the directness of the relationship that thewriter establishes between the information and the subject matter:Supporting details should be relevant and clear, and the reader shouldnot have to make inferences. Sufficiency has to do with information loadbut should not be confused with the concept of amount. In a personalnarrative, the connection between the writer and the event and theeffect of the event on the writer should be sufficient. Effective use ofconcrete, specific details strengthens the power of the response.However, the writer may present many pieces of information or detailsbut fall short of sufficient development. Simply listing undevelopeddetails is a common characteristic of insufficiency. Redundancy or therepetitious paraphrasing of the same point are also commoncharacteristics of insufficiently. Sufficiency, therefore, has to do with theweight or power of the information that is provided.
OrganizationA clear sequence of events is essential for a successful narrative. Thenarrative must advance step by step through time. The writerestablishes for the reader a sense of beginning, development, and endingin the composition. Organization is defined as the logical progression ofideas and the logical development of subject matter that results in acompleteness of the composition. A clear organizational strategy that iseffective for the method of development chosen must be evident.
CoherenceCoherence occurs when the sentences in a composition are logicallyconnected. The writer establishes relationships between and among theideas, causes, and/or statements in the composition. Coherence in a
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narrative composition is a quality that results from the effective use oforganization, unity, reason, and logic. The composition must besemantically and structurally sound. The writer may employ one ormore of several devices to achieve coherence. Among the most commondevices are the following:
a. pronounsb. synonymsc. parallel structured. connectivese. transitions
NARRATIVE COMPOSITIONFOCUSED HOLISTIC SCORE SCALE
4 = The response exhibits a strong command of narrative writing.The response is focused and has an effective sequencing ofevents and a clear progression of ideas. The writer providesspecific, relevant details to support ideas. The composition isunified and well elaborated. The writer's organizationprovides a clear strategy or controlled plan, progresseslogically, and has a sense of overall completeness.
3 = The response exhibits a reasonable common of narrativewriting. The response is focused and establishes progressionof ideas and events although minor lapses in focus andprogression may be present. The papers have elaboration andsupport in the form of specific details. The composition isgenerally coherent although minor weaknesses in coherencemay be present. The writer's organization provides areasonable sense of logical progression and overallcompleteness.
2 = The response exhibits a weak command of narrative writing.These responses exhibit some progression of ideas and eventsand provide some elaboration and support. The elaborationmay be flawed, but it has relevance to the requirements of theprompt. Although these papers are focused on the prompt,the writing may not be evenly elaborated. Some papers mayhave a list-like quality but may have concrete supportingdetails. Some responses may have little or no sense ofconnection between a controlling idea and supporting detailsrelevant to development.
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1 The response exhibits a lack of command of narrative writing.There is evidence that the writer has read the prompt and hasattempted to respond to it. However, the response may notsustain focus on the topic. The writer may attempt to supportideas, but there may be no sense of strategy or control. Manyresponses exhibit skeletal control but may lack clarity and/ormay have an inappropriate strategy.
NS = This code may be used for compositions that are entirelyillegible or otherwise unscorable: blank responses, responseswritten in a foreign language, restatements of the prompt, andresponses that are off topic or incoherent. The ScoringDirector must give permission for the use of "NS."
III. Expository WritingThe following is an excerpt from Focused Holistic Scoring Guide: ThePoint-of-View/Expository Composition published by the Department ofPublic Instruction, 1995-96 for rating the English Language Art end ofgrade writing test.
Main IdeaIn the clarification type of composition the writer identifies the subjectmatter by naming a place, person, object or event. In all expositorywriting the writer must focus on the subject matter that is identified. Ifthe writer retreats from the subject matter, causing the focus to beunclear, the writer's main idea is weakened. In scoring a clarifyingcomposition, readers must exercise caution not to prejudge how thewriter will identify or name the subject matter. A writer can often makeeffective use of devices of intrigue or mystery to deliver a clarifyingcomposition. Furthermore, the writer may effectively use an inductiveorganizational plan which does not actually identify the subject matter atthe beginning, and may not literally identify the subject matter at all. Ifthe reader is confused about the subject matter, the writer has noteffectively related a main idea.
In the point-of-view type of composition the writer identifies the subjectmatter and states the position that will be taken regarding the subjectmatter. The subject matter is necessarily controversial and at least twoopposing points-of-view are possible. In scoring a point-of-viewcomposition, readers must exercise caution in their expectation as howthe writer will identify or state the main idea. Some writers can makeeffective use of an inductive organizational plan, leading up to the actualstatement of a position at the end of the composition. If the writer'sposition is clear, the main idea has been clearly indicated, whether ornot the statement of the position occurs at the beginning of thecomposition.
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Supporting DetailsIn the expository composition the writer provides sufficient reason orcause to clarify his/her relationship to the subject matter or his/herposition taken on the subject matter. Two important concepts in judgingwhether details are supportive are the concepts of "relatedness" and"sufficiency." To be supportive of the subject matter, details must berelated to the subject matter in such a way that they address the inherentquestion "why?" following some statement of position by the writer.Relatedness has to do with the directness of the relationship that thewriter establishes between the information and the subject matter.Sufficiently has to do with information load, but should not be confusedwith the concept of amount. In addition, the subject matter must besupported by sufficient detail to be fully developed. Most often thisdetail will expand on a given reason by responding to a second questionsuch as another "Why?" or "What do you mean?" The writer may presentthis information with enough power to cause it to be sufficient. On theother hand, the writer may present many pieces of information or detailsbut fall short of sufficient development. Simply listing undevelopeddetails is a common characteristic of insufficiency. Redundancy or therepetitious paraphrasing of the same point also is a commoncharacteristic of insufficiency. Sufficiency, therefore, has to do with theweight or power of the information that is provided.
OrganizationThe writer establishes for the reader a sense of beginning, development,and ending of the composition. Organization is defined as the logicalprogression and completeness of the composition.
The following is an excerpt from Focused Holistic Scoring Guide: ThePoint-of-View/Expository Composition published by the Department ofPublic Instruction, 1995-96.
CoherenceCoherence occurs when the sentences in a composition are logicallyconnected. The writer establishes relationships between and among theideas, causes, and/or statements in the composition. Coherence in aclarifying composition is a quality that results from the effective use oforganization, unity, reason, and logic. The writer may employ one ormore of several devices to achieve coherence. Among the most commondevices are:
a. repetitionb. pronounsc. synonymsd. parallel structuree. connectivesf. transitions
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EXPOSITORY COMPOSITIONFOCUSED HOLISTIC SCORE SCALE
4 = The response exhibits a strong command of expositorywriting. The writer has focused on the subject matter and hasprovided specific relevant reasons and details to supportreasons as a means of elaboration. The writer's organizationprovides a clear strategy or controlled plan with a clear senseof logical progression and overall completeness. Thecomposition is coherent.
3 = The response exhibits a reasonable command of expositorywriting. The writer has focused on the subject matter andgiven reasons to support the main idea. Some responsescontain a few well-elaborated reasons or more reasons withless elaboration. The writer's organization provides areasonable sense of logical progression. The response isgenerally coherent and complete overall, although minorweaknesses are present.
2 = The response exhibits a weak command of expository writing.The writer has focused on the subject matter and given atleast one or two reasons or else of list of reasons with little orno elaboration. These responses may be poorly organizedand may not establish a logical progression, but some sense ofstrategy exists. Some responses introduce reasons and ideaswhich are not explained or related to the subject matter,causing the reader to have to make inferences.
1 The response exhibits a lack of command of expositorywriting. There is evidence that the writer has seen andattempted to respond to the prompt. However, the responsemay not sustain focus on the topic. The writer may attemptto support ideas, but there may be no sense of strategy orcontrol. Many responses exhibit skeletal control but may betoo sparse to be scored higher than a "1."
NS = This code may be used for compositions that are entirelyillegible or otherwise unscorable: blank responses, responseswritten in a foreign language, restatements of the prompt, andresponses that are off topic or incoherent. The ScoringDirector must give permission for the use of "NS."
159 /SI
1S2
CD
OP-1
1S3
COCL4-1
31S4
iss
kWtelevaKnow Want to Know Learned
1S6 168
Title:
Setting:
Characters:
Problems:
Event 1Event 2Event 3Event 4Event 5
Solutions:
NC Communication Skills Curriculum, 1992, p. 47.
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Instructional ServicesSecond Language, ESL, Information and Computer Skills
Fran Hoch, Section Chief (919) 715-1797Bernadette Morris, Second Language Consultant (919) 715-1798
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