[Bkn-english-646-fall-2009] Assignment #7/ Jhon Sanchez

[Jhon Sanchez]

Dear all, 
I have been reading the text book since yesterday.  I found it really interesting.  In the process, I have also learned to identify the questions to self-correct my writings.   In the other hand, I tried to apply the same questions during my sessions.  Yesterday, for example, I had a student who has a small problem with the use of the present perfect.   I asked several questions until I could discern in which tense she wanted to write.  However, I decided to combine the use of technical terms with the formulation of questions. This is not only because the student had knowledge of the technical terms but also because I felt more comfortable to talk about the tenses.  This particular case offer another problem; as soon we fixed the tense, another syntactical problem aroused.   I hesitated whether to continue fixing the sentence or to leave the sentence with the problem. I did not want to confuse the student, but also I did not want the student
 left with a problematic sentece.  I decided to continue working on the sentence.    
The author also mentions that we need to identify the student’s strategy to punctuate:  ear strategy or rule strategy.  Since I am second language speaker, I am a rule oriented.   In this case, it does not make sense when a person reads and mentions the need of a pause.   I am not sure whether my rule strategy orientation would cause a problem to  a student who is ear strategy oriented.  I feel the need to stick to the rules, so I  have a punctuation manual next to me.  On this point, I feel that the student also needs to know the same common grammatical terms.   For example, a student should identify the component s of a sentence: nouns, verbs, direct object.   The dialogues in the book show that the student identifies easier an action than the term verb.  I found this is not accurate.  Students would not necessary express in terms of actions, for example.  The identification of the basic components of the sentence would speed
 the message transmission.  Obviously, if we have a student that ignores the terms, we could refresh the topic for him. Then, we should move towards asking questions.  We need to keep balance with the use of technical terms because we do not want to cause confusion.  However,  the basic grammar terminology is a jargon that facilitates the dialogue.
 
Thanks, 
 
Jhon  

--- On Wed, 10/28/09, RACHEL JACKSON <eclectic_1984 at yahoo.com> wrote:


From: RACHEL JACKSON <eclectic_1984 at yahoo.com>
Subject: [Bkn-english-646-fall-2009] Assignment #7
To: bkn-english-646-fall-2009 at lists-1.liu.edu
Date: Wednesday, October 28, 2009, 2:44 AM






Here's my topic 7 response...

Thoughts on other responses:

Sara- I agree that reading aloud can be very helpful during sessions. Many of my students were able to fix their errors after hearing what they wrote.

Alicia- 50 minutes is such a short time to teach anything beneficial in regard to the spelling that I often find myself not accomplishing much. I know it can be done but trust me you are not alone!




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