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Showing 1 to 15 of 65 results Save | Export
Devenney, Raymond – Guidelines: A Periodical for Classroom Language Teachers, 1988
An approach to persuasive writing is presented for English-as-a-Second-Language classrooms. Activities include discussion to activate past experience, connecting experience to purpose, constructing the argument, extending the argument, supporting the argument, and examining and evaluating alternatives. (12 references) (LB)
Descriptors: Classroom Techniques, English (Second Language), Foreign Countries, Persuasive Discourse
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Spack, Ruth; Sadow, Catherine – TESOL Quarterly, 1983
Discusses using ungraded, uncorrected journals focusing on academic and class-related concerns as a nonthreatening way for students to practice writing English. Proposes that teachers should become participants in the writing processes by writing journals to the class. (EKN)
Descriptors: English (Second Language), Higher Education, Second Language Instruction, Teaching Methods
Peer reviewed Peer reviewed
Henrichsen, Lynn E. – English Language Teaching Journal, 1981
Describes use of Ten Perfect Sentences approach to teaching English writing skills to nonnative English language students at the upper secondary and university levels. The purpose of this approach is the writing of correct sentences in English on a topic before progressing to compositions. Stresses insistence on high standard of mechanical…
Descriptors: English (Second Language), Postsecondary Education, Second Language Instruction, Secondary Education
Fox, James – TESL Talk, 1983
Discusses the various aspects of writing instruction from teaching English script to teaching composition. (EKN)
Descriptors: Adult Students, English (Second Language), Handwriting Instruction, Second Language Instruction
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Fairman, Anthony – English Language Teaching Journal, 1981
Describes the use of oral traditional stories to teach sentence cohesion to students of English as a Foreign Language. Oral stories, when written, resemble the pupils' own work. By turning the former into a cohesive narrative, students can improve on their own stories. Temporal cohesion of the stories facilitates this practice. (PJM)
Descriptors: English (Second Language), Oral Language, Story Telling, Teaching Methods
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Kitto, Michael – English Language Teaching Journal, 1979
Discusses the ineffectiveness of one-phase marking, i.e. direct correction of errors by the teacher, and the effectiveness of two-phase marking in which the teacher makes the student aware of an error but does not indicate what the error is. (CFM)
Descriptors: English (Second Language), Error Analysis (Language), Language Instruction, Second Language Learning
Gibbons, Virginia; Leibman, Suzanne – 1984
Four techniques are suggested for tutoring students of English as a second language in writing: taking a "writing history" of the student's experiences, failures, and successes at writing by asking open-ended questions in a non-judgmental way during an informal interview; brainstorming about a given writing topic, with the tutor taking close notes…
Descriptors: English (Second Language), Second Language Instruction, Teacher Student Relationship, Teaching Methods
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Candler, W. J. – English Language Teaching Journal, 1981
It is helpful to elicit sentences using "binders" and to examine their properties together, especially when the indigenous language has textual and logical processes different from those of English. Such a procedure increases students' awareness of the delicacy of the clause/sentence grammar which pivots around these difficult words. (Author)
Descriptors: English (Second Language), Group Discussion, Language Patterns, Learning Activities
Kresovich, Brant M. – Southern Review, 1989
Seven sentence combining activities designed to be stimulating and effective for college-level Japanese students of English as a Second Language are described. It is also demonstrated that a wide range of subjects can provide viable and engaging topics for the activities. The exercises include the following: (1) combining sentences provided into a…
Descriptors: Class Activities, College Students, English (Second Language), Foreign Countries
Cook, Lenora – 1986
To describe a cross-curriculum writing model designed for a middle school, this paper provides a condensed script of what the designer of the program said and did during its first year to steer the program in a productive direction. The paper is written in the form of exerpts from relevant conversations. The first conversation relates how the idea…
Descriptors: Content Area Writing, English (Second Language), Middle Schools, Reading Comprehension
Peer reviewed Peer reviewed
Carpenter, Cristin; Hunter, Judy – TESOL Quarterly, 1981
Describes design for advanced writing exercises for ESL classes which provides more individualized instruction and acquaints students with English thought patterns which underly the organization of longer units of discourse. Methods isolate one organizational function at a time for intensive practice. (Author/BK)
Descriptors: English (Second Language), Higher Education, Second Language Instruction, Teaching Methods
Jones, Nathan B. – 1998
Encouraging students of English as a foreign language (EFL) to write family oral histories is an excellent way to teach academic writing and spark student interest. Oral history is defined, steps in writing oral histories are outlined, advantages and disadvantages of having undergraduate EFL composition students draft them are examined, and…
Descriptors: Advanced Courses, College Instruction, English (Second Language), Foreign Countries
Odean, Patricia M. – MinneTESOL Journal, 1987
Students of English as a Second Language (ESL) in an academic program must be able to write paraphrases, but they often lack strategies for accomplishing this complex task successfully. The process requires skill in reading, comprehension, analysis, selection of new structures and vocabulary, and integration into a written product. Paraphrases…
Descriptors: Classroom Techniques, English for Academic Purposes, English (Second Language), Language Processing
Peer reviewed Peer reviewed
Pearse, O. R. – English Language Teaching Journal, 1981
Discusses the importance of the English passive voice in particular contexts and suggests a program for teaching it. There are three stages: (1) the student is shown the use of the passive and its function, (2) work is done on reading and listening comprehension, and (3) some grammatical markers are shown. (PJM)
Descriptors: Communicative Competence (Languages), English (Second Language), Grammar, Language Usage
Azran, Raquelle – English Teachers' Journal (Israel), 1998
For most English-as-a-Second-Language students, writing is the most difficult skill to master. By integrating writing within the daily routine of language learning, students become as comfortable with writing as they are with speaking and reading. This article presents practical examples for integrating writing within everyday K-12 classroom…
Descriptors: Elementary Secondary Education, English (Second Language), Foreign Countries, Holistic Approach
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