Korean Job Discussion Forums

[cubanlord]

I tend to take a bottom-up approach to writing, that is, working from basic grammar all the way through to 5 paragraph essay writing. This is what my semesters normally look like:

1. Writing assessment & overall English assessment: grammar, conjunction, & vocabulary review
2. Sentence breakdown and rebuilding (introduction of content vocabulary & functional vocabulary); types of sentences
3. Review types of sentences and conjunctions
4. Transitions
5. Sentence building with transitions and conjunctions
6. The paragraph (e.g. main idea, supporting sentences, detail sentences, conclusions)
7. Continue paragraph work with sentences, transitions, and conjunctions
8. Introduce types of paragraphs (e.g. persuasive, informative, story, compare/contrast, and �how to..�)
9. Review types of paragraphs and sentences, conjunctions, and transitions and get ready for the first exam
10. Assessment on what students have previously learned
11. The 3 & 4 paragraph essay and its components (i.e. Main Idea, Thesis, Body 1, Conclusion)
12. Types of 3 & 4 paragraph essays (e.g. persuasive, informative, story, & compare/contrast)
13. Further work on the 3 & 4 paragraph essay & review
14. Assessment on the aforementioned, all encompassing
15. The 5 paragraph essay and its components (i.e. Main Idea, Thesis, Body 1, Body 2, Body 3, Conclusion)
16. Types of 5 paragraph essays (e.g. persuasive, informative, story, & compare/contrast)
17. Further work on the 5 paragraph essays review
18. Assessment on the aforementioned, all encompassing

Would you say I am missing something along the way? If so, what?

[Scott in Incheon]

I would think that you have missed a few things that are really important, and also...that you are trying to do too much.

I created a writing program that had three sections. The first was a basic one that focused on sentences and paragraphs, and the other an intermediate course that reviewed paragraphs and moved onto essays. The third section was an advanced course that focus on research essays.

I think trying to do everything in one semester...from sentences to essays would be too much.

I do think you need to add something about self and peer editing. I use a portfolio system for assessment and this is great way to get students to use editing techniques to improve their writing. Students need to learn about process writing and grasp the idea that their first attempts should not be their last. Most students never change their writing.

Actually, I don't think the bottom up approach is a good way to run a writing class. There is so much to teach about recursive writing, editing (self and peer) and about the choices that writers make.

[jinks]

I agree with Scott about a focus on the process of writing (rather than the product). I also think that a writing programme should include lots of opportunities for reading and small group discussion.

[cubanlord]

[Scott in Incheon]

If the students can't put a sentence together, then they are not ready for a writing class. You should stick to grammar and basic sentence writing.

Learning grammar and making sentences shouldn''t be thought of as a writing class. It is not really writing until they start to string sentences together.

And Jinks is correct...research shows that a good reading program is a great asset to a writing program.

Another great thing to add to writing programs are exercises designed to reduce student self-censorship. Students need to understand that the first draft is not supposed to be good. So many students won't start writing until they have the perfect sentence crafted in their heads, and then once it is done on paper they don't want to change it. I do a lot of free writing (timed where students have to write for a set period of time without stopping, pausing, correcting...just a pen moving for a set number of minutes)...and other brainstorming activities. Over the past 10 years of teaching writing, the free writing is something that many of my students have singled out as the one thing that really helped them improve their writing.

[cubanlord]

Scott,

Thanks again. All valuable input. I agree that students shouldn't be in the class if they are having problems making sentences. I only wish that were possible, to remove students that don't belong in the class. We all know too well that in Korea, it's about the bottom dollar and not the education (IMHO).

PS - Yes, reading is definitely a sure-fire way to increase students' overall English ability.

P.P.S. - Oops, forgot brainstorming, organizing ideas, ....

[D.D.]

[cubanlord]

[Yu_Bum_suk]

I think that writing is overlooked even far more than speaking in the Korean system, and they don't even do enough writing in their own language much less in English. Just remember that it's a lot easier to improve organisation rapidly than it is grammar and syntax, so if you don't have hours and hours, try to focus more on that.

[cubanlord]

[D.D.]

As I said some people like to complicate things to sound smart.

Simple version.

1. Make words
2. make sentences
3. make paragraphs.

How many teachers in Korea get past helping with basic sentences unless they are teaching gifted students?

But you did dazzle us with your list and yes you sound very smart. The mid-brain thinks it is so superior and I love meeting people who are stuck in it.

The highest brain centers try to make things simple.

[cubanlord]

[D.D.]

As I said your ego wants to look good. What do lesson plans have to do with anything other than looking good for other staff. I took a shot at you because it was your ego that made this post in the first place.

In my experience one of the biggest problems with education is teachers that are there to promote their own egos rather than serve the students.

Usually in serving students you need to come from a place of connection rather than ego.

If teachers took time to learn about the students needs and teach to that level than English abilities would improve in Korea.

Ego always wants to keep above others and set up the teacher as the source of learning.

In a proper system students are encouraged to be self motivated and the role of the teacher is secondary.

Or we can stay with the top-down approach where the teacher is the source and serves to impress others with his knowledge.

Maybe I am wrong here but I smell a big ego that thinks it's knowledge is the source of learning for it's students.

Heh but that how it works in Korea as most Korean teachers want to be the source. That's why they concentrate on grammar as it's the area they can know more about than the students.


Imagine a system that was results based rather than knowledge based. People would actuallly be able to talk to us after so many years of studying English.

[cubanlord]

[Scott in Incheon]