Introduction Activities to promote objectivity in …

1 Preparing ESL Learners for Objective and Reflective Writing CATESOL 2015 Marsha Chan and Julaine Rosner, Mission College Introduction A. Rationale B. Necessary skills for objectivity and reflection C. Process writing assignments 1. Describing a person s appearance 2. Describing an environment Activities to promote objectivity in writing A. Recognizing objectivity in sentences and paragraphs B. Revising to make a sentence more objective: Review the sentences on the screen. In the space below, revise the non-objective sentences. C. Process approach to writing D. Recognizing objectivity in other types of writing E. Precise vocabulary to describe an environment Describing an environment objectively Model 1: room / well-lit A: Is the room __well-lit__?

2 B: Yes, it is. It s __well-lit__. It s not ___poorly-lit____. Model 2: chairs / adult-sized A: Are the chairs __adult-sized__? B: No, they aren t. They re _____child-sized_____. or room / chilly A: Is the room chilly? B: I m not sure. I can t tell from the picture. It seems warm and sunny. 1. fu rnit u re / new? 2. environment / spacious? 3. classroom / poorly-lit? 4. room / crowded? 5. environment/ noisy? 6. walls / painted? 7. fu rnit u re / adu lt-sized? 8. chairs / in good condition? 9. room / warm 10. classroom / poorly maintained Preparing ESL Learners for Objective and Reflective Writing CATESOL 2015 Marsha Chan and Julaine Rosner, Mission College Preparing students to reflect in writing A.

3 What is reflection? B. Challenges and goals Instructional Activities for promoting reflection 1. Reflecting on a a child s development a. Clustering for reflection b. Using sentence starters: Discuss your ideas with the sentence starters below. I saw several examples of _____ s motor development. He uses his gross / fine motor skills to _____. He uses his _____ to _____ He/She _____ with _____ I think he will soon be able to _____. He is very interested in _____. In the future, _____ s caregiver / mother / father / teacher can continue to promote his development by _____. 2. Reflecting on a person a. practicing structures that frequently arise Verbs followed by gerunds Verbs followed by infinitives He wants + to + verb He needs + to + verb Verbs followed by gerund or infinitive He enjoys + verb+ing He spent 10 mins.

4 + verb+ing She s interested in verb+ing He is focused on verb+ing He loves + to verb / verb+ing He likes + to verb / verb+ing He hates + to verb / verb+ing Summary and Conclusion Available now: English for Child Care: Language Skills for Parents and Providers, Brems, Chan, and Rosner. Sunburst Media Coming soon: English for Child Development: Language Skills for Parents and Providers, Brems, Chan, and Rosner. Flyer p1 Flyer p2