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micklethwait

Universities Try a Cultural Bridge to Lure Foreign Students - NYTimes.com - 1 views

www.nytimes.com/...-to-lure-foreign-students.html

universities bridge students

shared by micklethwait on 03 Nov 14 - No Cached
  • micklethwait on 03 Nov 14
     
    Kathy's suggested reading on the growth of bridge programs.
micklethwait

Cox.pdf - Google Drive - 3 views

docs.google.com/...edit

shared by micklethwait on 30 Oct 14 - No Cached
  • micklethwait on 30 Oct 14
     
    Ugh. I can't annotate the PDFs. Janopoulos might have some useful info on writing proficiency exams, but from 1995. Ann M. Johns (2001) has some best practices opinions for international comp and (1991) for English competency exams. Matsuda and Jablonski (n.d.)--seems to contradict what I said about the difference in L1 and L2 learning needs being only a difference of degree. Wolfe-Quintero and Segade, "University Support for Second-Language Writers Across the Curriculum" (1999)--looks promising. Angelova & Riazantseva (1999)--case studies of international students learning the conventions of academic writing in the US. Zawacki & Habib (2010) "'Will Our Stories Help Teachers Understand?' Multilingual Students Talk about identity, academic writing, and expectations across academic communities."  As a side note: working with these kinds of sources could make an interesting WAW theme for a Comp II-international section. 
micklethwait

Working With International Student Writers | University of Denver - 0 views

www.du.edu/...14second-language-writers.html

esl writing grading

shared by micklethwait on 28 Mar 17 - No Cached
  • Fluency generally takes 5-10 years to develop.
  • First, a majority of international students will not produce error-free prose.
  • But focusing only on surface features may miss strengths—and weaknesses—in the other two dimensions, and that would be a mistake.
  • ...4 more annotations...
  • Third, as a consequence, read charitably.
  • Short, directed feedback, perhaps with editing just a page or so (and not the whole paper) can be even more valuable because it focuses students' attention. You can find some tips to responding to student writing in Writing Beyond Writing Classes: Resources for University of Denver Faculty, especially pages 18-34, also available in print from the Writing Program.
  • Having a terminology can be efficient in looking things up in reference books (such as The Simon and Schuster Handbook for Writers, of which I'm a co-author and wrote a 100-page section for second language learners, by the way) or in solidifying an emerging structure.
  • Is this "fair" to native writers? We can debate the ins and outs. But this approach strikes me as pragmatic, ethical, and realistic. If we want to insist that an A is ever and always an A, for all students, then we probably should just massively ramp our admissions criteria and screening for international students, dropping the number admitted to 1 or 2% of the student body perhaps. However, I think there would be enormous costs of doing so, and I don't simply mean the loss of tuition income.
micklethwait

RIOT: Threshold concepts and information literacy | Instruction @ the University of Tex... - 0 views

blogs.lib.utexas.edu/...cepts-and-information-literacy

threshold concepts information information literacy literacy instruction

shared by micklethwait on 31 Jul 14 - No Cached
  • They defined 5 criteria for threshold concepts:
  • My initial reaction to the list, perhaps because so much of my work is with first-year students, is that it seems to represent the stumbling blocks for librarians in learning their discipline and not necessarily where we expect students to get stuck, often because we don’t expect them to reach these points in their thinking and learning.
  • librarians are trying to get students to think like an information professional when approaching their research problems.
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