Extractions: Institute for Business Languages, University of Linz, (Linz, Austria) The TP course consists of 21 contact hours which are divided into 14 blocks of 1 1/2 hours and is taught on a weekly basis. The final teaching block comprises the interviews. The students are generally in the third semesters of their studies and there can be up to 30 students in each class. As part of the course requirements the students are expected to produce a typewritten report of about eight A4 pages (excluding bibliography and notes). The final grade is based on this dossier, homework grades, participation in class work, a writing journal and a portfolio which the students themselves select and discuss with the instructor in a final interview discussion. In common with many ESL writing courses (see for example Flowerdew 1993 or Kay and Dudley-Evans 1998), students are familiarised with insights of the genre approach and given practice in producing different academic (Swales 1990) and professional genres (Bhatia 1993). In common with much process writing instruction, the course also emphasises methods which help the students to become aware of writing as a process (see for example White and Arndt 1991, Raimes 1992). In the TP course, these include practice in and direct teaching about generating and planning techniques such as brainstorming and concept mapping. Students are also given an article (Rea 2000) and short content-based inputs about writing as a process. These theoretical inputs are linked to the tape of a think-aloud protocol of a short text being written which the students listen to and then talk about.
Extractions: University of South Alabama (Mobile, AL, USA) Three years into my career as an instructor of non-credit ESL courses I began to question my approaches to teaching writing, especially their applicability to the future needs of my students. I had tried a variety of approaches. At the onset of this research I was doubtful that any of the approaches had successfully improved my students' writing skills or preparedness for college credit course writing. As coordinator of our program, I wanted to know what approaches would be effective and how we could improve our students' chances to succeed in writing in their future college courses. With the help of two former students I explored approaches to best prepare my students for college credit writing and liberal arts and sciences courses. I continued my investigation with an examination of what writing skills my students would need for colleg e credit courses in liberal arts and sciences.
MSES Teacher Home Page January 11 May 5, 2005 McDougle Elementary School, Room 456E (esl classroom) Free childcare and homework help provided for your children. http://scroggs.chccs.k12.nc.us/Support_House_Web/ESL/AdultESL
NVCL Children's @ North Vancouver City Library This classic reference resource combines the practice of composition with the study French General homework help Mathematics Reference Materials http://www.cnv.org/nvcl/Childrens/LanguageArts.asp
Extractions: - Quick Links - Search the Web City of North Vancouver TEENscene Community Resources Give Us Feedback InterLibrary Loans Neighbourhood Information Online Databases Other Libraries Special Services Support Your Library WebLinks About Us Contact Us Friends of the Library Library Board ... Search the Internet Language Arts Poetry Grammar and Style Notes A comprehensive guide with tips on grammatical rules, comments on writing style and usage suggestions. Purdue University On-Line Writing Lab OWL offers online writing tutorials, handouts, workshops and links to internet resources on writing. SchoolHouse Rock - Grammar Rock Based on a popular 1970s TV program, this site features a series of catchy songs to help children remember basic grammar rules. Grammar Handbook This Handbook explains the basic grammatical rules concerning parts of speech, phrases, clauses, sentences and sentence elements, and common problems of usage. This site explains and illustrates the basic grammatical rules concerning parts of speech, phrases, clauses, sentences and sentence elements, and common problems of usage.
Houghton Mifflin College - SMARTHINKING For Instructors Live Tutorial help provides realtime, one-on-one instruction from 2 pm to 5 pm Accounting; Economics; English composition; esl; Mathematics (including http://college.hmco.com/instructors/ins_smarthinking.html
Extractions: select accounting business chemistry college survival communication counseling developmental english economics education esl english french geology german history italian japanese mathematics physical science political science psychology spanish student success Home e-structor Profile FAQs Setting up an Account System Requirements ... go to SMARTHINKING This partnership offers students a range of tutorial services exclusively for students using Houghton Mifflin texts. Using state-of-the-art whiteboard technology and feedback tools, students interact and communicate with "e-structors." These specially trained tutors guide students through the learning and problem solving process without providing answers. Contact your Houghton Mifflin sales representative for more information about titles with which SMARTHINKING is available.
International English Program esl 074/104 Intermediate esl composition helps students learn to write well at the IEP Tutorial help is required of all intermediate students and http://www.mssu.edu/international/iep/Program.htm
Extractions: High Advanced Students ... Beyond the Classroom The MSSU MISSION: "Inherent in its international approach to undergraduate education is the University's desire to prepare its students to understand world affairs, international issues, and other cultures as seen through their history, geography, language, literature, philosophy, economics, and politics. Knowledge and understanding of other cultures of the world also promote better understanding of our our valuable cultural diversity." from "Our Mission" MSSU Catalog The International English Program William G. Trudeau
Self-Editing Of Essays (for Korean English Students) An esl Student s Checklist for Systematic SelfEditing of Written Work (aimed at high Math help Has Never Been This Entertaining homework help at Your http://ezinearticles.com/?Self-Editing-of-Essays-(for-Korean-English-Students)&i
Improving ESL Learners' Writing Skills. ERIC Digest. Learners might prepare their first draft in class or as homework, Making Lists Lists can help learners generate vocabulary and provide the basis for http://www.ericdigests.org/1998-1/skills.htm
Extractions: Source: Adjunct ERIC Clearinghouse for ESL Literacy Education Washington DC., National Clearinghouse for ESL Literacy Education Washington DC. Improving ESL Learners' Writing Skills. ERIC Digest. Writing is a continuing process of discovering how to find the most effective language for communicating one's thoughts and feelings. It can be challenging, whether writing in one's native language or in a second language. Yet, as adult English as a second language (ESL) learners put their thoughts on paper, see their ideas in print, and share them with others, they find they develop a powerful voice in their new culture (Peyton, 1993; Tran, 1997). Writing also enhances language acquisition as learners experiment with words, sentences, and larger chunks of writing to communicate their ideas effectively and to reinforce the grammar and vocabulary they are learning in class (Bello, 1997). APPROACHES There are two general approaches to writing: free writing, which is not necessarily edited or worked on further, and a more extended process approach. In addition, the language experience approach (LEA) is often used with beginning literacy learners to provide opportunities for reading and writing through personal experiences and oral language (Taylor, 1992).
Web Whacker For Educators Learn English with online English crosswords, esl word games and jokes. Rate It TUTORDEFSTUDY S homework help PAGE, This is a homework help site http://www.edufly.com/subject.html?G=12&S=11
Nellie's English Projects - A Bravenet.com Free Links esl Job Find provides you with the necessary tools to help find you the ideal Eli s homework help and esl Rate It! Educational reference site for the http://pub40.bravenet.com/freelink/show.php?usernum=3374107524&cpv=1
Teacher_Ref Principles of composition very comprehensive site with multiple subheadings categorized under 1) the writing process, homework help Links http://www.bhsd228.com/imc/References_Curriculum_Teachers.htm
Extractions: Curriculum Resources for Teachers General Information By Department Illinois Education Association (IEA) Illinois State Board of Education School Report Cards ... Educator's Reference Desk - includes resource guides and lesson plans ERIC - Education Resources Information Center American Memory (National Digital Library) Awesome Library Blue Web'n Casa Notes - designed to allow teachers to quickly make, and customize, typical notes that are sent home to parents or given to the students. Citing Electronic Resources - includes samples for MLA and APA Collaborative Lesson Archive [U of I] Collaborative Projects - online opportunities for teachers to collaborate, communicate, and celebrate shared learning experiences. Desk Reference ~ Search by keyword or listed categories. Discovery School ~ Search by keyword. The Student Channel focuses on Social Studies, Science, English and Math content. It also includes a dictionary, encyclopedia, puzzlemaker and clipart gallery. Education World EduHound Educator Resources Free Teacher Tools ... Grammar [Web English Teacher] Homework Help ~ Search by keyword or by the following subjects: Math, English, Biology, Chemistry, Physics and Western History. Links are included for test preparation and ESL help. Basic membership is FREE. More extensive services are available for paid memberships.
Extractions: Home Courses EN 344 Personal Response Paraphrasing Film Review Project Newspaper Project Essay topics Final draft EN 473 EN 385 Schedule Cool Links ESL CNN BBC VOA ... BKK P OST Nature Yahoo TAT MUSIC ... MOVIES EN 344: Advanced Writing Second Semester, 2004 Instructors: Asst.Prof.Dr.Chutima Thamraksa (Ph.02-3503500 xx 1673, 01-8202391) Asst.Prof.Dr.Chuenchanok Kovin (Ph.01-3045522) A. Nasaphorn Sildanchandra (Ph.01-9123999) A. Winita Yaoharee (Ph.06-3929838) E-Mail: Chutima.t@bu.ac.th Kchuench@chula.ac.th by_nas@hotmail.com ajarnwinnie@hotmail.com Course Website http://tulip.bu.ac.th/~chutima.t/ Course Description This course is designed to promote students ability in utilizing various methods of development, for instance, cause-effect, classification, and comparison-contrast, in the writing of advanced rhetoric: analysis, evaluation, and argumentation. In this course students will also practice summarizing and paraphrasing-the necessary strategies for the writing of future academic research paper. In accordance with the process approach-the current trend in ESL composition-this course provides students with a perspective that writing is a process of discovering the meaning, shaping of their written work, challenging and testing their ideas. The process, thus, involves students to participate in such activities as prewriting, writing, responding to one anothers writing, discussing writing problems, revising, and editing. All of these can help students improve as writers. Also, this course focuses on an integration of writing and other language skills, reading in particular. As such, students will do an extensive reading and analyze what a writer says, why and how he/she says it. This is to reinforce discussion, critique, analysis of the reading models which will help students gain some insights in their actual composition.
Faculty Teaching Excellence Program Perhaps turning in homework assignments will be familiar, Since esl students are especially likely to need help in meeting those standards, http://www.colorado.edu/ftep/diversity/div11.html
Extractions: University of Colorado at Boulder Stereotyping ESL students is just as damaging as stereotyping "minorities," and lumping all ESL students as "foreign students" ignores important differences in background, culture, and language. The Malaysian woman studying chemistry and covering her head to show her devotion to Islam may be very different from the Kuwaiti woman who appears much the same, with a scarf covering her head. The immigrant student may have been in the US for many years or may have arrived recently, and in either case may be making a desperate attempt to acculturate or to cling to the home culture and language. Furthermore, an ESL student may be a member of a family that has resided in the US for many generations but has elected to speak a language other than English as the home language or "mother tongue." And, of course, a student who struggles with English is not necessarily a student who "is stupid," "can't hear," or "doesn't understand." When we look at international ESL students on campus, we should realize that we are often viewing the "cream of the crop"those very students who, in their home countries, competed for and won sponsorship to study in an American university. These students were judged by the same admission standards as native English speakers, except that the international ESL students also had to pass the Test of English as a Foreign Language (TOEFL). The TOEFL is hard; native English speaking students often have great difficulty with the vocabulary, reading, and analysis sections of the test. These international students or their sponsors are paying a premium for their education; not only do they pay for out of state tuition, room and board, books, and fees, but they may have very high airfare costs and opportunity costs that may go unrecognized by the university. And in most cases they are not allowed to take jobs while they are in this country.
Defenseless Learning In The ESL Computer Classroom Our research and experience as esl composition instructors have shown us that computers can help us create what both esl and composition experts endorse a http://www.nmia.com/~nking/cwc96esl.html
Extractions: Where can I find other online ESL resources We want to promote the idea of "defenseless learning" in the ESL classroom and discuss ways to create defenseless learning using computers in the ESL classroom. Defenseless learning is what we choose to call what happens when students are "off the defensive," so that their "affective filters"to use Steve Krashen's term for students' anxietiesabout performing in the target languageare transformed into a desire to communicate with it. Creating a defenseless learning environment is also what Peter Elbow is referring to when he talks about creating "evaluation-free zones" for student writers. Our research and experience as ESL composition instructors have shown us that computers can help us create what both ESL and composition experts endorse: a situation where defenseless learning can take place.
Teaching Grammar In ESL And CLAD Classrooms 1) Knowledge of help teachers to assess and remediate the errors and error patterns Juan also lost his science homework because it was in his math book. http://coe.sdsu.edu/people/jmora/Grammar.htm
Extractions: Dear Educators, Teacher credential candidates who are preparing for the RICA exam should be familiar with these grammatical terms and their definitions. These concepts are part of RICA Domain IV Content Area 13.1. These concepts of grammar are important for two reasons: 1) Knowledge of help teachers to assess and remediate the errors and error patterns of second-language learners. 2) The points of grammar can be used as the basis for teaching sentence structure and vocabulary This web page includes a description of how to teach an explicit grammar lesson and grammar-based literacy teaching activities. Click here to go directly to the following topics contained in this instructional module: Components of grammar and syntax Structure of a grammar lesson Sentence transformation Using sentence transformation to teach specific points of grammar ...
CAELA: Error Learners might prepare their first draft in class or as homework, depending on Making Lists Lists can help learners generate vocabulary and provide the http://www.cal.org/caela/digests/Writing.htm
Extractions: Printer Friendly You have reached a page that has either been moved, deleted, or is otherwise no longer a part of this site. We recently redesigned the CAELA Web site and, in the process, reorganized extensively. Digests and ESL Resources area. They are also accessible through the Quicklinks. Search: Also look for resources using CAELA's search page to finding what you are looking for. Contact Us: If, after looking around the redesigned CAELA Web site, you are still unable to find what you are looking for, please email at caela@cal.org OVAE
Primary Websites All materials have been teacher tested in EFL and esl environments. educational games, interactive learning, brain teasers, homework help, http://www.spartacus.schoolnet.co.uk/REVprimary.htm
Extractions: Clickteaching : Free downloads of worksheets, lesson plans, activity ideas and teaching resources for primary schools, teachers and parents. Snaith Primary School Literacy Lessons : Joy Simpson's website dedicated to literacy planning for years 8 to 11. Each year group is divided into terms and planning relating to the range for the term is listed covering fiction, non-fiction, poetry and plays. Each block of work is planned according to the latest ideas from the National Literacy Strategy and the DfES and shows the ways in which literacy teaching can be creative and fun for pupils. If you would like to reduce the amount of time you spend planning on a Sunday evening then visit the site and download the free lessons and resources. Sciencezone : Contains interactive information pages designed to complement the national curriculum. Each page also contains an online quiz or other activity to aid assessment. Primarily aimed at year 5, though new materials are being developed. Online Ideas : A free site where primary teachers and trainee teachers can find teaching resources and links to recommended web sites for every curriculum subject.
Education Review-Brief Reviews Still others see the classroom as a place to assign homework, assign grades and Her interests are in esl, composition, and young adult literature. http://edrev.asu.edu/brief/nov04.html
Extractions: home reviews > brief reviews, november 2004 Patricia Hincheys new book, Becoming a Critical Educator: Defining a Classroom Identity, Designing a Critical Pedagogy , opens in an unusual fashion Hincheys own daughter Shawna provides an emotional message, citing that her teaching experience has put a human face on the theoretical material that follows (p. xi). After working for the juvenile division of the Legal Aid Society and after taking a summers worth of education classes, Shawna Hinchey began teaching in the inner city. The descriptions of her students remind the reader that government legislation and corporate interests do not take into account that education is about human beings, ones that are often difficult to quantify. In her first chapter, Hinchey asks, What, exactly, are schools for? (p. 8). For some, education is used to insure the dominance of a white, middle class elite who wants to control the underclass. For others, education is to train future workers. Still others see the classroom as a place to assign homework, assign grades and accept the traditional methodology often employed by well-meaning teachers. But for educators like Shawna Hinchey and her mother, education is a unique place to find empowerment and transformation. At times somber and serious and at times up-lifting and inspiring
NMC - EN 101 English Composition This course is an intermediate esl writing and grammar study course for students Assignments Class activities are mostly based on homework assignments. http://www.nmcnet.edu/students.cfm/departments/languageshum/instructors/barrywi/
Extractions: EN 101 is designed to develop your ability to express yourself clearly in written English. The goal is twofold: 1) to produce short (2 â 3 pages) expository essays which are unified and well organized; and 2) to produce a longer (5 â 7 pages) research essay in the accepted academic style. The most commonly used organizational patterns in formal writing will be discussed and practiced. We will examine model essays, paying particular attention to the details of their construction. We will also focus on the use of transitional devices that can help you achieve the smoothness and cohesion that are the marks of good writing. You will be required to produce 4 or 5 shorter essays and one longer research paper during the semester and also to show your understanding of certain important grammatical and rhetorical points in homework and quizzes. Each short essay will be evaluated with a letter grade (A, B, C, D, F). You will have a chance to rewrite and resubmit any essay for which you receive a grade less than A. Rewrites will be carefully checked and recorded and though they will not be re-graded, they can make a difference in your final grade. You will always have plenty of time to complete your writing assignments, so essays must be handed in on the due date. The grade on a late paper will be adjusted down a grade level for every day it is late. For the longer research paper, you will be evaluated on your outline, rough draft and final paper. There will be individual consultations scheduled for various steps in the completion of the research paper:
