Korean Job Discussion Forums

[duke of new york]

I have been asked to teach a middle school TOEFL writing class once a week. It's just two students, so it's more like private tutoring. It's one hour long and just covers the integrated and independent writing section.

Thing is, I am not very familiar at all with the TOEFL. The class started on Wednesday and they told me about it on Tuesday night, so I didn't really have time to learn the test (my hagwon is a good place to work overall, but major last minute schedule changes are a problem here).

When I started class, I planned on just working through the provided book (just a book of topics with readings and a CD for the lectures, with places to take notes for the integrated section and places to draw an outline for the independent section), helping the students take notes on the reading and lecture and telling them how to structure their essays. I quickly realized, however, that they are relatively low-level students. They can't understand the readings or lectures and aren't capable at this point of writing an analytical essay without me spoon-feeding them every single sentence.

My administration is pretty laissez-faire about teaching methods, which is usually good, but in this case I really don't know what to do. There are plenty of materials available if there is anything you can suggest. I'm not used to starting from scratch like this, so does anybody have any advice for teaching a TOEFL writing class to students who aren't able to comprehend the readings and lectures and have little experience writing essays?

[Skippy]

Welcome to Korea! This is typical. Last minute changes and warnings are pare for course here in Korea. Asking to teach advanced level material to a beginners or not ready students is done all the time.

Do you understand the thinking? Parents want their kids to succeed. They think if kid can take a test the are prepared. Never mind that the test is taken by University student and up. School caters to parents whim and starts a TOEFL class - never mind that the students are basic or even still in elementary school. As long as the parents think hey my kid is taking a TOEFL class hey will ace the test. Never mind that the kid is being asked to fly a jet plane when they just learned to ride a bike. I have even seen young kids expect to tackle complex stories/books that would not normally be assigned in a Western school.

My advice is go through the book the best you can. Be patient and have a whole bunch of hand holding and basically stepping the kids through the work. If possible just start on the basics of writing and ignore the book. Express your worries to the school but expect them to go ya ya ya and ignore you.

[Zyzyfer]

Yeah, structure is a key element of the essay portion of the TOEFL exam. The class will consistently revolve around tightening the organization of their essays in the first half, and when the students get the hang of it, that's when you can switch gears and start helping them boost their opinions with supporting details and getting into the more complex essay types.

If they really are beginner level, you need to just start off really simple. I always give the topic, "If you could have any three wishes, what would they be, and why?" TOEFL topics are too bewildering for beginners, they have no idea how to approach thinking about those zany topics yet. I choose this question because it's essentially using the same format as a standard essay, but it's something easy to think about. Anyway, just let them spend the entire first class doing a cold writing about that or another simple topic. Check the essays after class. Don't hack and slash with the pen, just observe how the writing was organized. With beginners, you'll probably just get a series of lines, a bad habit Korean students have when writing in English.

Second Class:

You ignore talking about their essays - it's purely for gauging their abilities - and do a lesson on brainstorming. Have some simple questions prepared (favorite food, best TV show, prettiest singer, etc), just a few, and one easy TOEFL question, and attempt to elicit a list of simple answers. Have your own examples ready because the students will probably take a bit to warm to the idea.

As they get better at making these brainstorming lists, lead into a new question, a simple "agree or disagree" question. Keep it in the realm of something they can relate to, like "kimchi is the healthiest food" or the like. Under the question, write a "Yes" and a "No" heading. Let them answer at first. You'll notice that the answers probably all veer toward one side. Play a bit of Devil's advocate and elicit more responses in the neglected column.

When they've exhausted their ideas, ask the students to look at both lists. Go through each item and use "Wh" questions to elicit more information from the students. On some items, they'll have plenty to mention, and on others, they'll have nothing for you. Write out the info for the good ones and erase the bad ones.

By the time you've checked the items, one column will probably have more items listed. Very often, it's actually the column that they originally neglected. This is a very important point, because you need to get them to understand that the best opinion to write about isn't the one they actually agree with.

Assign a topic for them to practice brainstorming with for homework, or alternately, have them write (no specifications) about the final question using what you brainstormed in class.

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From there, it's pretty straightforward. I found early on that the biggest barrier was simply getting them to brainstorm correctly. TOEFL questions are already kind of boring, writing is boring, and taking a test is boring. That's a huge wall for you to overcome, but you've got to get the students in the right frame of mind before you start babbling on about paragraphs and theses and other mundane concepts.

On Day 3, I usually lead them into single paragraph responses, and introduce topic sentences.

Day 4 is where I usually find it's time to fine-tune their supporting detail organization. I might break out a basic transitional phrases list, point out how their brainstorming is giving them support, and show them how writing a response is almost like plugging in the items from brainstorming.

Day 5 and on is where I demonstrate how an essay is really a lot like a gigantic version of their paragraphs. By this time, they've got a handle on things and it all falls into place.

Whatever you do, don't get stuck on grammar. Make a few corrections to their writing here and there, but don't go overboard in the beginning. Also, try to avoid actual TOEFL topics for as long as you can. I generally wouldn't have them write a full essay about an actual TOEFL question until maybe the last day of the first month of the class.

Sorry for the bad writing!

[duke of new york]

I appreciate the help, guys. Thanks for all the good advice; I think it will really help me make this class somewhat productive.

[Chet Wautlands]

There are also low level TOEFL style books available. The format is the same as the TOEFL, but the content is far easier. Worth a look!

[duke of new york]

What about the integrated section--with the ridiculously advanced reading passage and the lecture, and you have to write about how the lecturer's opinion is different? I understand teaching things like essay structure, but I don't know how to help these kids approach those readings and lectures. Those readings would be tough for native speakers their age.

[SeoulNate]

Get them to start reading and listening for the key points in each section.

The biggest thing is for you to teach them how to take notes. I have taught low-high level TOEFL for years now and I have NEVER had a single Korean student come into my class that had any idea how to take simple, organized notes, no matter their age. (talking about university students who can not form simple notes about a subject or lecture in English OR Korean)

Just start with the basics and go from there.

Zyzyfer gave you some good advice as well. Have them take a practice test and see what they produce. You can then go from there and see what areas they need the most work on.

Also, a key for you will be to actually learn the test, how to score it and to take a few practice tests for yourself so you can see what it is all about.

[theevilgenius]

Hey, what exactly does teaching a writing class entail, I've seen a few postings for writing positions. Is it the same as regular teaching or what is different about it?

[Zyzyfer]