Early in the 1970s, as increasingly diverse students were granted access to higher education through measures like the G.I. Bill, the discussion surrounding ESL students in the composition classroom began to note a distinction between how instruction should be designed for English language learners as opposed to instruction for native speakers. Authors argued that ESL students could not be assessed in the same manner as other students.
Review of: Burt, Miriam & Keenan, Fran. (1995). Adult ESL Learner Assessment: Purposes and Tools. ERIC Clearinghouse for ESL Literacy Education Washington DC, ERIC Identifier ED386962, 1-5. Gottlieb, Margo. (1995). Nurturing Student Learning Through Portfolios. TESOL Journal, Autumn 1995, 12-14. Hamp-Lyons, Liz & Condon, William. (1999). Assessing the Portfolio: Principles for Practice, Theory, and Research. […]
I would like to share with my fellow writing instructors a game I created for my first semester of teaching RWS 100. The game was inspired by the recent game show craze on television and is a mix of “Jeopardy,” the Win Ben Stein’s Money show on Comedy Central, and “Family Feud.” Its purpose is […]
I’ve taken the liberty of quoting my own work to start this talk, not because I’m enamored with my own prose, but because it sets up a central concern that my colleagues and I have about the way writing is taught in colleges and universities. Writing, as we all know, is something we do – an activity, a process. In fact most of us, if asked, would say that we teach writing using a “process approach.”