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| LEADER |
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| 003 |
ERIC |
| 005 |
20220616025243.0 |
| 007 |
he u||024|||| |
| 008 |
871101s1987 xx ||| b ||| | eng d |
| 035 |
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|a ED289376 Microfiche
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| 040 |
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|a ericd
|c ericd
|d MvI
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| 049 |
0 |
0 |
|a EEM#
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| 099 |
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|a ED289376 Microfiche
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| 100 |
1 |
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|a Graham, Janet G.
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| 245 |
1 |
0 |
|a Helping the ESOL Writer :
|b Constructive Feedback /
|c Janet G. Graham.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1987.
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| 300 |
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|a 20 pages
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| 336 |
|
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
|b h
|2 rdamedia
|
| 338 |
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|a microfiche
|b he
|2 rdacarrier
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| 500 |
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|a ERIC Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (77th, Los Angeles, CA, November 20-25, 1987).
|5 ericd
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| 520 |
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|a The English teacher encountering a student of English as a second language (ESL) with significant writing problems must find an appropriate way of responding, finding a balance between being overly sympathetic and being overly concerned with correctness. ESL students are learning English from many sources, not just the teacher, and the teacher's job is less to teach English than to coach students as they modify their own idiosyncratic versions of the language to approach the standard form. Responding effectively to ESL writing is similar to responding to native English writing, with some important differences. Some are cultural and involve the student's background knowledge, internalized rhetorical patterns, and assumptions about the world. Most significantly, ESL writers need more help with the language. Written feedback should not overemphasize grammar. The feedback should be short, focused, positive, and corrective. Error correction should treat errors as a natural part of language learning and should be clear and neatly written enough to help rather than confuse the student. (Appended are six handouts for practical guidance to teachers, including an annotated bibliography.) (MSE)
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| 521 |
8 |
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|a Teachers.
|b ericd
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| 521 |
8 |
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|a Practitioners.
|b ericd
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
|
| 500 |
|
|
|a Microform.
|
| 650 |
0 |
7 |
|a Communicative Competence (Languages)
|2 ericd
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| 650 |
1 |
7 |
|a English (Second Language)
|2 ericd
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| 650 |
1 |
7 |
|a Feedback.
|2 ericd
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| 650 |
1 |
7 |
|a Limited English Speaking.
|2 ericd
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| 650 |
0 |
7 |
|a Second Language Instruction.
|2 ericd
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| 650 |
0 |
7 |
|a Second Language Learning.
|2 ericd
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| 650 |
1 |
7 |
|a Teacher Response.
|2 ericd
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| 650 |
0 |
7 |
|a Teacher Student Relationship.
|2 ericd
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| 650 |
0 |
7 |
|a Writing (Composition)
|2 ericd
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| 650 |
1 |
7 |
|a Writing Instruction.
|2 ericd
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| 650 |
0 |
7 |
|a Writing Skills.
|2 ericd
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| 653 |
1 |
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|a Error Correction (Language)
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| 655 |
|
7 |
|a Guides, Classroom
|x Teacher.
|2 ericd
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| 655 |
|
7 |
|a Speeches/Meeting Papers.
|2 ericd
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| 907 |
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|p Non-Circulating
|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
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|i Microform (Microfilm/Microfiche)
|n 1
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