<table cellspacing="0" cellpadding="0" border="0" ><tr><td valign="top" style="font: inherit;"><P class=MsoNormal style="MARGIN: 0in 0in 10pt"><FONT face=Calibri size=3>Patia Braithwaite<BR>Assignment 7</FONT></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 10pt"><FONT face=Calibri size=3>**sorry for the last minute response**</FONT><?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p><FONT face=Calibri size=3> </FONT></o:p></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 10pt"><FONT size=3><FONT face=Calibri>I have to admit that I’ve been waiting for these chapters for quite some time. My student is ESL level, and I often find it difficult to explain concepts so that she understands them. I also find it hard to distinguish when to point out a mistake and when to let it go. This chapter was a huge help.<SPAN style="mso-spacerun: yes"> </SPAN></FONT></FONT></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 10pt"><FONT face=Calibri size=3>I have recently begun using reading aloud in my sessions. I was absolutely SHOCKED by the difference that it makes, especially with articles and subject/verb agreement.<SPAN style="mso-spacerun: yes"> </SPAN>I must admit that I thought self-correcting was a myth, but I immediately see a difference in my student. The trick is getting students, especially ESL students, to feel comfortable reading and speaking aloud. </FONT></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 10pt"><FONT face=Calibri size=3>I know that everyone gives The Practical Tutor flack for the “perfect world” role-play scenarios, but I honestly find them helpful. For instance, there’s one about mentioning grammatical errors, and it rings true for me. Any time I try and explain a grammatical error to my student, she immediately gives me doe eyes. I end up talking in circles and confusing us both. The open-ended questions are the best way to leading a student into self-correcting. I find myself getting tongue tied, because I’m constantly trying to “impart wisdom” on my students.<SPAN style="mso-spacerun: yes"> </SPAN>I’m slowly learning that the tutor is sort of a shepherd. The focus should ALWAYS be on self-correcting. Whether thru skillful questions, or other techniques, emphasis should always be on the student’s revelation. Nodding and smiling at me are starting to have no place in my
tutoring sessions. </FONT></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 10pt"><FONT face=Calibri size=3>My student just got an A on her first essay, and we’re getting ready to tackle the second one. I’m actually looking forward to working with her on some sentence-level stuff!! </FONT></DIV>
<P class=MsoNormal style="MARGIN: 0in 0in 10pt"><FONT face=Calibri size=3>Forgive me if this is something that I should know by now, but how much of a role does “form” have in the English Composition curriculum at LIU (and across the country). Do professors spend time on grammar/sentence structure in class? I think back to last weeks class. The poor professor kept correcting the same sentence-level errors over and over. Is any classtime dedicated to this? Or is it all about construction of arguments/essays/content? </FONT></DIV>
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