|
Korean Job Discussion Forums
"The Internet's Meeting Place for ESL/EFL Teachers from Around the World!"
|
| View previous topic :: View next topic |
| Author |
Message |
YTMND
Joined: 16 Jan 2012
Location: You're the man now dog!!
|
 Posted: Thu Sep 05, 2013 9:50 pm Post subject: Essay Writing Class Ideas |
 |
|
I have 4-5 student classes which meet either 4 times a week or 3. This means when they come, they have three 40 minute classes back to back.
It seems like a waste to have them writing in class, but that is the only way to see their level and help them. The book material is pretty easy for them to understand. If they don't know a word, they have dictionaries and computers to look up the meaning.
Has anyone taught high school essay writing classes? How many essays a week do you assign? With computers I can just give them information from a USB, so a lecture is not necessary. It seems like more of a workshop than a class. Is this the right attitude to take with a writing class? |
|
| Back to top |
|
 |
vaticanhotline
Joined: 18 Jun 2009
Location: in the most decent sometimes sun
|
| Posted: Wed Sep 11, 2013 6:28 pm Post subject: |
|
|
Something that I've found works is to have a structured progression towards the final product.
(1) Begin by looking at ideas. What's the essay about? What do they want to say? Using a mind map or some kind of chart like this is a good way to start.
(2) Structure. What kind of essay is it? Is it critical? Is it journalistic? Is it a narrative? Obviously the structure of each is different, and many Korean students really have no idea how to structure an essay, particularly an academic one.
(3) Style. Are they writing a discursive or academic kind of paper? Help them to understand the difference.
Then you could move on and get them to write a summary or sample of their essay, and critique it with input from other students.
I hope this helps. |
|
| Back to top |
|
|
YTMND
Joined: 16 Jan 2012
Location: You're the man now dog!!
|
| Posted: Wed Sep 11, 2013 7:21 pm Post subject: |
|
|
| vaticanhotline wrote: |
Something that I've found works is to have a structured progression towards the final product.
(1) Begin by looking at ideas. What's the essay about? What do they want to say? Using a mind map or some kind of chart like this is a good way to start.
(2) Structure. What kind of essay is it? Is it critical? Is it journalistic? Is it a narrative? Obviously the structure of each is different, and many Korean students really have no idea how to structure an essay, particularly an academic one.
(3) Style. Are they writing a discursive or academic kind of paper? Help them to understand the difference.
Then you could move on and get them to write a summary or sample of their essay, and critique it with input from other students.
I hope this helps. |
That sounds more ideal for a private arrangement. These students have a textbook which breaks down essay study.
What you suggested is that they use the class time to get the grade, but my understanding is that they are supposed to do the work by themselves and then turn it in at the end. They do the book in class, but they have to prepare the essay outside of class. In addition to this essay class they also have ACT reading. So I combined the classes and let them decide to do either part.
My question was more about me. I know how to help them, but if they do the work in class, I am just standing around. They already know what to look for, but I can only correct them once they have something for me to correct.
So far, I have had them write a short essay to get an idea of their levels. Then, I took one part from each essay which had a fundamental issue and made a list. For example, in most essays I read, there aren't headers like "Introduction", "Body", and "Conclusion". However, in a scientific "report" (not an essay?) it has the headers in them.
So, I am not sure if I should mark them down for putting them in non-scientific writings, ignore them, or instruct them not to do this beforehand.
Things like this come up, and when I did "papers" (maybe they were the essays at the time) we never put headers. When I look online, I see conflicting information. |
|
| Back to top |
|
|
denverdeath
Joined: 21 May 2005
Location: Boo-sahn
|
| Posted: Thu Sep 12, 2013 9:07 am Post subject: |
|
|
| YTMND wrote: |
| vaticanhotline wrote: |
Something that I've found works is to have a structured progression towards the final product.
(1) Begin by looking at ideas. What's the essay about? What do they want to say? Using a mind map or some kind of chart like this is a good way to start.
(2) Structure. What kind of essay is it? Is it critical? Is it journalistic? Is it a narrative? Obviously the structure of each is different, and many Korean students really have no idea how to structure an essay, particularly an academic one.
(3) Style. Are they writing a discursive or academic kind of paper? Help them to understand the difference.
Then you could move on and get them to write a summary or sample of their essay, and critique it with input from other students.
I hope this helps. |
That sounds more ideal for a private arrangement. These students have a textbook which breaks down essay study.
What you suggested is that they use the class time to get the grade, but my understanding is that they are supposed to do the work by themselves and then turn it in at the end. They do the book in class, but they have to prepare the essay outside of class. In addition to this essay class they also have ACT reading. So I combined the classes and let them decide to do either part.
My question was more about me. I know how to help them, but if they do the work in class, I am just standing around. They already know what to look for, but I can only correct them once they have something for me to correct.
So far, I have had them write a short essay to get an idea of their levels. Then, I took one part from each essay which had a fundamental issue and made a list. For example, in most essays I read, there aren't headers like "Introduction", "Body", and "Conclusion". However, in a scientific "report" (not an essay?) it has the headers in them.
So, I am not sure if I should mark them down for putting them in non-scientific writings, ignore them, or instruct them not to do this beforehand.
Things like this come up, and when I did "papers" (maybe they were the essays at the time) we never put headers. When I look online, I see conflicting information. |
I think it depends on what level you're teaching and what country you're coming from.
None of the humanities essays I wrote in HS or university had any of the headings you mentioned. For the scientific side, we had headings more like "apparatus", "method", and "results/findings".
Don't know what book/books you're required to use/follow, but you may want to supplement them with something better like "Evergreen" or "Writing Academic English"(more for humanities) or "The Elements of Technical Writing"(sciences/etc.) if they actually are able to handle the material.
If these students are looking to study overseas later, you may want to explain some of the main differences between MLA, APA, CM, CBE, COS, or whatever styles. I like the "Handbook for Writers" for some good examples. The ACT part of the class seems like it enables you to provide them with some good examples of good writing, yes?
When I teach writing classes, I try to make them as entertaining/interactive as possible. Have the students take turns reading whatever the examples are, breaking the bigger pieces into smaller ones so no one falls asleep, and most of the students get to read a few lines or a short paragraph. Always get feedback from two or three students for each question after they read them themselves, and move onto the next area/question, getting feedback from two or three different students. When they are working on answering some writing questions, that's when you move around the room helping to edit some of their previous or current work. Anyway, with writing, practice makes perfect. However, if they aren't following any good guidelines, it's all for naught.
p.s. For a HS class of the type you mentioned, I would say only one essay a week, perhaps only one every two weeks. Are you getting them to do any peer-editing in class? That's where the two-week thing might be more appropriate. |
|
| Back to top |
|
|
YTMND
Joined: 16 Jan 2012
Location: You're the man now dog!!
|
| Posted: Fri Sep 13, 2013 2:41 pm Post subject: |
|
|
| Quote: |
| p.s. For a HS class of the type you mentioned, I would say only one essay a week, perhaps only one every two weeks. Are you getting them to do any peer-editing in class? That's where the two-week thing might be more appropriate. |
The thing is they have 40 classes in 1 month. We are supposed to finish a 169 page book by then, do ACT reading, and have them prepare a 1,000 word essay.
If they only do 1 essay a week, then they will never finish it all. So, I am getting them to prepare outlines and focus on the introduction and body "as if" they were going to write it. I figure the conclusion should be focused on at the end when they make a final choice on the 1,000 word essay. |
|
| Back to top |
|
|
denverdeath
Joined: 21 May 2005
Location: Boo-sahn
|
| Posted: Fri Sep 13, 2013 10:14 pm Post subject: |
|
|
| YTMND wrote: |
| Quote: |
| p.s. For a HS class of the type you mentioned, I would say only one essay a week, perhaps only one every two weeks. Are you getting them to do any peer-editing in class? That's where the two-week thing might be more appropriate. |
The thing is they have 40 classes in 1 month. We are supposed to finish a 169 page book by then, do ACT reading, and have them prepare a 1,000 word essay.
If they only do 1 essay a week, then they will never finish it all. So, I am getting them to prepare outlines and focus on the introduction and body "as if" they were going to write it. I figure the conclusion should be focused on at the end when they make a final choice on the 1,000 word essay. |
Guess it depends on where you're teaching. Ask the principal, or whomever, what is really important for them to be able to do by the end of the 40 classes. Is it having the book finished, the readings, the essay, or all? If it's the essay, I would focus attention on the important areas of the book(if it has them) like brainstorming, essay structure, thesis statement(stated vs implied), kinds of essays, etc, etc, etc. Use some of the readings as examples of good essays, highlighting all the relevant areas. Then, get them writing. I would actually give a topic and get them to write a SENTENCE on it first, and see how well they do. It wouldn't surprise me if most of them can't write a good paragraph, but I could be wrong. Regardless, it seems like, as is oftentimes the case, they are expecting you, and them, to build a new nation in a single semester(edit ONE MONTH!)...don't be too disappointed if that doesn't happen. Also, I'm not much of a writer myself, but I've read that often a strong conclusion is the hardest thing to write and a lot of writers actually do it first. |
|
| Back to top |
|
|
|
|
You cannot post new topics in this forum
You cannot reply to topics in this forum
You cannot edit your posts in this forum
You cannot delete your posts in this forum
You cannot vote in polls in this forum
|
|
FAQ
Search
Memberlist
Usergroups
Register
Profile
Log in to check your private messages
Log in
