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ERIC Number: EJ1060848
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
Reference Count: 8
ISSN: EISSN-1812-9129
Empower ESL Writing Students: Keep It Simple
Francisco, Janet
International Journal of Teaching and Learning in Higher Education, v26 n3 p335-342 2014
This case study started when I noticed that my ESL (English as a Second Language) students from all over the world had a hard time not only adjusting their writing/textual production to the language but also to the organizational structures of the paragraph I was presenting to them in my intermediate writing class. Considering that my students need to have a real experience with the new paragraph structure and keep applying it to their writing for our 16-week class, I tried two different interventions based on several authors who emphasize the learner-centered teaching during the spring semester of 2012 at Black Hawk College in Moline, IL. The first intervention took place on the first class day when I did not introduce the paragraph model and the terminology we would adopt. I let the student write the first assignment freely; however, in our next class, we used their own paragraph to compare to the rhetorical model I was proposing. The second intervention was about making clear and precise comments on students' drafts in order to be as clear and precise as possible to keep them following the same paragraph structure model. Results and analysis of these two interventions are presented in this case study.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois