Top PDF ESL 005 Advanced Grammar and Paragraph Writing

ESL 005 Advanced Grammar and Paragraph Writing

ESL 005 Advanced Grammar and Paragraph Writing

The students will learn to write paragraphs in English through the writing process, prewriting, drafting, proofreading, editing, and redrafting. Students will learn to write coherent, well organized paragraphs with a minimum of grammatical errors and incorrect vocabulary usage. Review of grammar, instruction in mechanics and usage, and focus on correct spelling will be emphasized.

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College ESL Writers: Applied Grammar and Composing Strategies for Success

College ESL Writers: Applied Grammar and Composing Strategies for Success

Students often ask the question: “How long should a paragraph be?” One answer to this important question may be “long enough”—long enough for you to address your points and explain your main idea. To grab attention or to present succinct supporting ideas, a paragraph can be fairly short and consist of two to three sentences. A paragraph in a complex essay about some abstract point in philosophy or archaeology can be three- quarters of a page or more in length. As long as the writer maintains close focus on the topic and does not ramble, a long paragraph is acceptable in college-level writing. In general, try to keep the paragraphs longer than one sentence but shorter than one full page of double-spaced text.
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From Extensive Reading to Expository Paragraph Writing: Focusing on Advanced EFL Learners’ Grammatical Accuracy

From Extensive Reading to Expository Paragraph Writing: Focusing on Advanced EFL Learners’ Grammatical Accuracy

The results from the questionnaire indicated that the participants, in general, were in favor of extensive reading as a source of improvement of their L2. All this is in line with the wealth of studies in literature some of which are cited in this study. The items that represented a different response pattern were about the possibility of teaching grammar and punctuation through extensive reading, which evoked disagreement and negative attitude. Moreover, they were undecided about showing supportive or non-supportive response to a) liking the extensive reading as a classroom routine, b) awareness -raising quality of extensive reading, and the pedagogical distinction between extensive and intensive reading. This finding is in complete congruence with Lee and Hsu (2009) who reported students did not express certainty over their self-improvement in writing and grammar as they were about other skill areas. These two trends of deviation from the general trend can be attributed to the unfamiliarity of the respo ndents with extensive reading as a fixed part of their EFL classroom routines.
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smart Put some learning in your summer schedule FAU Lifelong Learning / Professional Development International Programs

smart Put some learning in your summer schedule FAU Lifelong Learning / Professional Development International Programs

If you are currently working in a business environment, this course can help you communicate more accurately and effectively. Intended for intermediate to advanced non-native speakers of English, the course focuses on good professional writing skills; correct English grammar usage; improved pronunciation and vocabulary in meetings and discussions. Instruction is interactive and dynamic and involves group work and audiovisual aids. Required text: Barron’s ESL Guide to American Business English (available at the FAU bookstore)

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Improving Coherence In Paragraph Writing Among ESL Learners: A Case Study

Improving Coherence In Paragraph Writing Among ESL Learners: A Case Study

Although coherence is crucial to effective writing, it is often considered an abstract, indefinable, and controversial concept that is difficult to teach and difficult to learn. ESL students focus almost entirely on the word and sentence levels rather than the level of the whole discourse, that is, textual coherence. According to Enkvist (1990), the majority of ESL students feel that the only tool they can use in writing English essays is grammar and this causes them to have difficulty in making their writing coherent.
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Improving Early Sepsis Identification on Inpatient Units

Improving Early Sepsis Identification on Inpatient Units

My prior experience of being an ESL student also inspired me in creating my field project. When I first entered the United States, I was at the very beginning level of English. According to academic requirements, I had to take ESL class at school. I still remembered how much I struggled when I was working on my essay. I had problems of grammar, punctuation, sentence structure and paragraph organization, etc. I felt so depressed and frustrated when I was asked to rewrite my paper. I realized that I might need help in writing. In order to improve my writing skills, I started to read ESL writing books, ask for support from the writing center and get feedback from my teachers, etc. However, I did not have any intensive training. Because of my prior personal experience in ESL writing, I felt very confident and comfortable in developing my field project.
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Molecular Dynamics Simulations Towards The Understanding of the Cis Trans Isomerization of Proline As A Conformational Switch For The Regulation of Biological Processes

Molecular Dynamics Simulations Towards The Understanding of the Cis Trans Isomerization of Proline As A Conformational Switch For The Regulation of Biological Processes

experience. All the raters went through the training and norming sessions for the study before the actual scoring. Essays on the six tasks were all mixed together when they were rated, so that the raters might be less influenced by particular task characteristics and task difficulty. Each essay was rated by two raters, and when there was a discrepancy of more than one point between the (e.g., 2.5) are given when an essay’s quality falls in between the descriptors for two adjacent whole points” was added to the original rubrics. The primary reason for adding half-point ratings was that the English language proficiency of the participants was not widely dispersed, with a proficiency range from low intermediate to low advanced, and with the addition of half-point ratings, more score points could be generated to reflect finer- grained writing quality differences and to assist with the detection of significant findings if there is any. Secondly, based on the descriptors of the rating rubrics, half-point ratings could be naturally assigned to the essays which did not completely fall into the descriptors for a higher whole-point or the lower whole-point. Both the researcher and the raters found it reasonable and easy to use the half-point ratings added. Appendix H shows the rubrics used, with the half-point rating description and slight formatting of the original rubrics. The researcher selected from the collected data sample essays representative of major score points based on the rubrics, in
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Enhancing Writing Skills of Intermediate students of Odisha through the Process Approach

Enhancing Writing Skills of Intermediate students of Odisha through the Process Approach

The question pattern for the post-test was similar to that of pre-test for convenience of comparison. The topic was only changed. For paragraph writing, the topic was „Diwali‟ and the topic of essay was „Aim in your life‟. Their performance in the post-test reflected their improvement in organizing their writings. It was clear that the main component in paragraph writing which is organizing, is found in the answer scripts of all the learners. They used linking devices like so, but etc. to produce cohesive paragraphs. The ideas were also interlinked to give the paragraphs a proper coherence. Thus, it can be inferred that the techniques like pair work, group work, individual work, motivation, brainstorming, schema, pre-test, intervention and practicing activities worked out and showed positive results for their improvement in writing.
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Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage

Second Language Acquisition Stages Stephen Krashen (1986) Silent and Receptive Stage

Students in this stage begin to engage in non-cued conversation and to speak fluently using social and academic language. It is appropriate to begin to direct students’ attention to grammar, idiomatic expressions, and reading comprehension skills. Activities should be designed to develop skills in higher order thinking, vocabulary development and cognitive processing. Students in this stage need deliberate instruction in reading and writing and frequent opportunities to practice them.

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Advanced Grammar in Use

Advanced Grammar in Use

You can use the units in a number of ways. You might study the explanations and examples fi rst, do the exercises on the opposite page, check your answers, and then look again at the explanations if you made any mistakes. If you just want to practise an area of grammar you think you already know, you could do the exercises fi rst and then study the explanations for any you got wrong. You might, of course, simply use the book as a reference book without doing the exercises.

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FIFTH GRADE IMAGINE IT! BLUE BAND UNIT OVERVIEW UNIT 1: Heritage

FIFTH GRADE IMAGINE IT! BLUE BAND UNIT OVERVIEW UNIT 1: Heritage

Writing Spelling Grammar Study Skills Listen/Speak.. Writing a list Compound words![r]

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Using PaW Modo to Enhance Paragraph Writing

Using PaW Modo to Enhance Paragraph Writing

At analysis stage, the writing pre-test was carried out in School A and School B to find out pupils’ achievement and the problems they faced in writing a para- graph. A scoring rubric was used to measure their achievements in pre-test. Then, the current problems found in paragraph writing were analysed and some literatures and references related to the present issue were studied. At the design stage, PaW-Modo was innovated with the designation of PaW-Burger, PaW-Oreo activities and the help of Edmodo as a virtual learning platform in teaching and learning paragraph writing. Some useful sources in helping to design PaW-Modo project were collected such as its content, resources, activities, techniques and evaluation. This was also a planning stage in which the writing lessons were planned based on the syllabus in the textbook and the types of writing skills that the primary 4 pupils are required to master. The objectives of PaW-Modo project were also illustrated in which the experimental groups of pupils would be able to 1) Practise the technique of brain storming and drafting using the PaW-Burger and PaW-Oreo template; 2) Organise ideas in paragraphs; 3) Use punctuation marks correctly; 4) Spell the sight words and verbs correctly; 5) Write with correct sentence structure at the end of the intervention.
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An Explanation Facility for a Grammar Writing System

An Explanation Facility for a Grammar Writing System

An Explanation Facility for a Grammar Writing System An Explanation Facility for a Grammar Writing System Loong Cheong TONG Institute of Systems Science, National University of Singapore, Kent Ridge,[.]

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Rhetorical Grammar for Expository Reading and Writing

Rhetorical Grammar for Expository Reading and Writing

Proficient writers choose strong verbs, but they also modify verbs to provide more detailed information. Remember that the more precise a statement is, the more defensible it is—an important consideration in academic writing. Two structures that can be used to modify verbs are adverbs and adverbial phrases. They provide information about time (a week from now), place (in Florida), frequency (routinely), direction (towards adulthood), duration (during the last decade), manner (unsuccessfully), cause (for murdering another child), or Rhetorical

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Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

• Next, lead students into a conversation in which they realize that the paragraph needs more details. This may sound like, “Okay, why not stop there? I’ve said it. The children of Chad go to great lengths for the power of education and reading. I’ve told the reader.” Invite students to share ideas about why more writing is necessary. Look for comments like,:“You need to tell how they did something great,” or “The reader is going to be curious about what you mean now.”

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Rhetorical Grammar for Expository Reading and Writing

Rhetorical Grammar for Expository Reading and Writing

Writers commonly begin some sentences with coordinating words, except in very formal writing. Look at paragraphs 2 – 4 of “Bad Food? Tax It, and Subsidize Vegetables,” and circle the coordinating words that join independent clauses or begin a sentence. Then answer the question about Bittman’s rhetorical purpose.

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Impacts of Social Learning (SL) on Paragraph Writing Skills

Impacts of Social Learning (SL) on Paragraph Writing Skills

Tests which take many forms provide a way to assess participants’ knowledge and capacity to apply this knowledge to new situations. They may require respondents to choose among alternatives, produce short answers, or write extended responses [Guba & Lincoln, 1981]. Considering Gubaand Lincoln’s [1981] ideas, the researcher administered pre- and post-tests for the experimental and control groups to gauge their paragraph writing skills. The paragraph writing tests were adapted from Brenda [1997]. The tests were comprised of four different types of topics and the participants were asked to choose and write on any two topics.
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GRAMMAR AND WRITING SKILLS PART 2

GRAMMAR AND WRITING SKILLS PART 2

A second strategy will also correct isolated dependent clause fragments: Instead of joining the dependent clause and the independent clause to form a complex sentence, you may delete the subordinator from the dependent clause, creating two simple sentences. However, if you remove the subordinator, you may weaken the logical relationship that helps create strong and coherent writing. **************************************************************************************************** 1-15 ISOLATED RELATIVE CLAUSES

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Learning to Link Grammar and Encyclopedic Information of Assist ESL Learners

Learning to Link Grammar and Encyclopedic Information of Assist ESL Learners

describes what language learners can do at six language stages (i.e., A1, A2, B1, B2, C1, and C2), which has a major effect on language ex- ams and course material design. Stemmed from CERF, Cambridge University Press compiles the English Vocabulary Profile which classifies words and phrases by CERF levels. In our system, we perform word sense disambiguation on user- submitted content and label words with simplified CERF level (i.e., A, B, C) offered by Cambridge online Dictionary and English Vocabulary Profile. In the field of computer-assisted English learn- ing, there have been an increasing interest in helping second language learners acquire the grammatical usage of a target word. Hunston et al. (1996) and Francis et al. (1998) manually mapped out lexical grammar patterns for common verbs, nouns, and adjectives, using the Collins COBUILD corpus. To explore the feasibility of identifying grammar patterns computationally, Mason (2004) conducted a limited experiment of automatic parsing based on COBUILD grammar patterns with reasonable success. More recently, Yen et al. (2015) introduced a method for inducing grammar patterns to use in an interactive writing environment aimed at assisting language learners in writing.
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Generating Writing Ideas Using Journalistic Approach

Generating Writing Ideas Using Journalistic Approach

Stress the “pre-writing” process. “Pre-writing” is the process through which a writer asks questions of the material and devises (or brainstorms) strategies for analyzing the material. You might ask the students to summarize a particular reader‟s argument or describe a debate within the scholarship or formulate a thesis or draft a compelling introduction to a topic. Pre-writing is a great way to overcome writer‟s anxiety and get ideas flowing.

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