December marked the end of a term, which means I was busy assessing my students’ levels in all four skills: listening, speaking, reading and writing. It was quite an undertaking considering that mine is the only multi-level class spanning all the levels. Most classes are limited to a single level, though two of them span two levels and the advanced class lumps the 5, 6 and 7s together in one room.
So I spent an entire weekend creating rubrics for all four skills for seven levels. It nearly killed me. Other teachers are fortunate because in a class full of level four students, it’s easy to spot the slower ones who need to repeat, the ones who are almost ready for the next teacher, and the ones who finish all the assignments early and are bored. Some of those teachers do not even bother to test (though they are supposed to). Or they use the portfolio method, which I must look into immediately, as it will probably save me a lot of grief.
In any case, when my results came back, one thing was glaringly clear. In my particular class (though this would not hold true for a class full of Chinese or Russians, as they are usually very strong writers of ESL), listening is the skill that is most likely to be higher than the other three skills. This is followed closely by speaking skills. Everyone in my class has poorer reading ability than their listening and speaking. But writing? It’s at the very bottom all around. Nobody in my class can write well.
The compositions they wrote for their tests are what I heard one teacher at a recent conference call “word salad.”
Here is a charming example (note that many of them also misunderstood the instructions. Instead of picking ONE of three topic choices, they thought they were supposed to cram all three topics into one composition. The three topics of choice were: 1. the story behind a scar; 2. an emergency involving medical care; 3. the Canadian health care system compared to the one in your first country.
My escar
Was I wark ing it is my fumar/when I cuting. Tree it was tree felt on my leg. injred. aftathat it bleeding a lot out my leg. becuuse not houseptall my vellge. is to far To town. but I sating HOMe. My self. becaus I cant walking. My conslusion is Canada besste country to my country.
Now comes the question: how can I help them?
I have already told them that in 2012 we are going to focus a lot more on writing since it is their weakest skill. I just have to figure out how to be effective in this new campaign to turn them into writers.
First off, I can see very clearly that we need to return to the sentence level. Also, I want to start a practice of using a SIMPLE set of proofreading marks so they can correct their own errors. We need to start a habit of checking and revising our writing so that no paragraph is done until we have completed three drafts. I probably won’t torture them with more than that unless I can make the process exciting and fun, which I might be able to do.
For example, maybe I could encourage each student to put in one interesting detail. for the student above who said he was farming one day back in his country when a stick hit him in the leg: what crop was he about to sow? For the student who wrote of falling out of a tree as a boy: what kind of tree was it?
I haven’t found a text book yet that is geared to their level (and at the same time aimed at adults), but one website suggests guiding the compositions with questions. When did it happen? Where were you? What was the weather like that day? What season was it? I wish I could remember how I learned to write. What tricks did my teachers use?
I think what I’ll do first is hand back these compositions because they have a huge amount of potential to be great stories. I’ll review what makes a solid sentence (subject + transitive verb + object OR subject + BE + subject complement, and so on), give them strips of paper and ask them to pull out as many simple sentences as they can find. We will work each of those sentences: Does it start with a capital letter? Did you put a period at the end? Is the verb in the correct tense? Is there subject-verb agreement?
When they have doctored up their sentences, we can add a few more good ones. I say this because their speaking tests were around the same thing: the story behind a scar. Their verbal reports were detailed, funny and well-structured. The written versions were a mere shadow of that. Where did all the detail go when the medium was the written word? Let’s put it back.
Once we have all the sentences down, we’ll arrange them into beginning, middle, end. We’ll then add a topic sentence, concluding sentence and a title.
I wonder if this will work. Please let me know if you have any ideas.