Reformulating Second Language Writing

The English proficiency level of the students at my current school varies greatly. This presents a challenge when dealing with corrective feedback on writing assignments because we don’t know exactly what each of our students knows; we know what they were taught in 7th grade (I teach 8th grade), but with new students coming in all the time, it only helps so much. Corrective feedback on structural and/or grammatical topics the student has never learned gets them nothing except more confused, as it does with oral correction. We needed a way to help the student notice their errors, provide corrective feedback, and NOT overwhelm them with a page or red ink.

The answer to our question was first presented in 1978 by Levenston. I wasn’t around then, but it was a great year – Darkness on the Edge of Town and Van Halen were released, so ‘reformulation’ is in good company. Reformulation is when a native speaker rewrites a student’s piece of writing. The native speaker writes to make the piece sound more natural, making organizational and grammatical corrections while preserving the content of the original text. For more information on the history of reformulation and present status of reformulation research, read “Reformulation, Noticing, and the Development of L2 Academic Writing” by Jackie Dannatt.

We chose to use this technique with our struggling writers because it is naturally scaffolded and student-centered (Reid, 1994, Cited by Tardy, 2006). As you can see in the example below, we ask the student to do several things. First, they have to identify the change and write the original text and reformulated text in the table. Next, they have to describe the change. What I like about this is that it allows all students to comment on the change. The student could say something like ‘moved words’ or ‘fixed fragment’, depending on how much they understand. Finally, they have to check yes or no to let us know if they understand the change. This will help us plan follow-up support for the student, in groups or individually.

After getting the completed tables back from students and doing this on future writing assignments, we’ll be able to plan more appropriate practice as students pre-write and draft.

I’ll be updating this post in the next few weeks with some samples of the completed tables so please check back.

References:

Levenston, E.A. (1978). Error analysis of free composition: The theory and the practice. Indian Journal of Applied Linguistics, 4(1), 1–11.

Tardy, C. (2006). Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues. New York: Cambridge University Press.

Classroom Interactions: from post-grad to middle school

My career changed direction a bit in the last year. I went from training post-grad English teachers in Korea to teaching middle school in Vietnam. Having little experience in the middle school classroom, I worried that the methodology I had spent eight years with would leave me useless in a class full of 12 and 13 year-olds.

Fortunately, I found that the methodology, which formed the foundation of my development as a teacher and the program I spent eight years in, required little modification to be effective in the middle school setting.

Here is a clip of me introducing a literature circle assignment to an 8th grade class. I’ve annotated the clip to show the thought processes related to classroom interaction that go on while I’m teaching. I welcome all feedback, both positive and negative.

A crash course in literature circles (2)

Part 2

So… In my last post, which you can find here, I described my haphazard attempt at setting up a literature circle in the days leading up to the first day of class. In this post, I will let you  know what happened on the first day of discussion. In a later post, I will share student reactions to the circles.

Overall the first day was a success. The only major wrinkle in the first hour was the students who were unprepared because they never received the blog invitation. Though it’s time consuming, taking students through the necessary sign-up steps is a must. Students who signed up successfully posted a summary, list, or picture (depending on their role, like this…

The discussions began with the summarizer sharing the summary they’ve prepared for class. From there, the questioner leads the discussion until all participants have contributed something specific to their role. Prior to the class, I worried about timing – would 40 minutes be too much time, or not enough? Turns out that 40-50 minutes is just about right for the amount of reading they had. Once the discussions started, they continued naturally until the end of class. The connector, I believe, plays a central role. Connecting the text to events in their lives really adds life to the text and discussion. I was pleasantly surprised at this.

Writing classes are leveled, and my group is the highest level group, but this doesn’t mean there isn’t a significant gap in proficiency levels among students. On the first day, when I asked who traveled the farthest to get here, I heard “Chicago” and “Toronto.” So basically, the class is a mix of intermediate-mid/high students whose English education has been solely in Korea, and several students who have studied/lived abroad for a considerable amount of time.

This mixed high-level class really highlights the positive aspects of the literature circle framework. Students talked, mostly in English, about all aspects of what they had read. Everything, from main ideas to vocabulary items or cultural references that were confusing, was shared. When they didn’t understand each, they explained, they provided examples for each other. They connected events from the text to their own lives. The weaker reader and writers, though quiet in class, weren’t as quite. They had a week to read and prepare something for one specific role and they did it.

So, to wrap up what happened, students discussed main ideas, specific information, and specific language related to the text; all students participated in English; and they all left with a much better understanding of what they read.

Now only if my profs had considered academic reading circles when I was doing my coursework…

In the next post I’ll share some student feedback. Thanks for reading!!

 

A crash course in literature circles (1)

Part 1

Last winter, given the task of planning for a new semester of English Reading and Writing, I did nothing. In the past, hours spent planning for unknown group of students led only to frustration – so this semester I waited. I waited some more, and a few days before the start of the semester I noticed that I would be teaching a high-level group (determined by placement tests). Excited at the thought of teaching reading/writing to a group of students who were not traditional dance majors, I scoured the web for information on literature circles. Literature circles had been sort of a buzz word on the 4th floor, but I was on the outside looking in as I hadn’t had the chance to try them out. First I had to figure out what they were. A cursory google search yields something like this – plenty of information to get started, right? Back to what they are…

Defining Literature Circles

1. Students choose their own reading materials

2. Small temporary groups are formed, based upon book choice

3. Different groups read different books

4. Groups meet on a regular, predictable schedule to discuss their reading

5. Kids use written or drawn notes to guide both their reading and discussion

6. Discussion topics come from the students

7. Group meetings aim to be open, natural conversations about books, so personal connections, digressions, and open-ended questions are welcome

8. In newly-forming groups, students may play a rotating assortment of task roles

9. The teacher serves as a facilitator, not a group member or instructor.

10. Evaluation is by teacher observation and student self-evaluation. 11. A spirit of playfulness and fun pervades the room. 12. When books are finished, readers share with their classmates, and then new groups form around new reading choices. (from http://www.literaturecircles.com) Now that we know what they are, what’s next? Well, the above #1 says students should choose their own material. I pre-selected several books that the students could choose from. Since I teach freshman reading/writing at a women’s university, and I am not Father Tiresias (thank you Genesis!), I searched for popular young adult fiction. Students settled on Jay Asher’s Thirteen Reasons Why and Richard Bach’s Jonathan Livingston Seagull. With 15 students in the class, one group read Asher and the other two read Bach. Each member of each group had their own role each week. To make sure the students actually did the reading, I had them post a summary of their role on the class blog as comments to my original post where roles were assigned. So, to sum up, before the first day of actual discussion I had: a. assigned groups and books b. posted page numbers and roles on the class blog c. briefly described the structure of ‘discussion’ days I will describe the first day in my next post. In a word, it was… mind-blowing.